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LlP^i-ik 


■:^m 


m 


• 


1944 


MANTI    TEMPLE 


.''^"' 


THE 


NSTRUCTOR 


July     • 

VOLUME  79, 


1944 

NUMBER  7 


Publishers:  Deseret  Sunday  School  Union,  50  North  Main  Street,  Salt  Lake  City,  Utah.  Published 
the  first  of  every  month  at  Salt  Lake  City,  Utah.  Price  $1,00  per  year,  payable  in  advance.  Entered 
at  the  Post  Office,  Salt  Lake  City,  as  Second  Class  matter.  Acceptable  for  mailing  a  special  rate 
of  postage  provided  in  Section  1103,  Act  of  October  3,  1917,  authorized  on  July  8,  192S. 
Copyright   1944.    by   Heber   J.   Grant,   for    the    Deseret   Sunday   School    Union    Board. 


INSTRUCTOR    CONTENTS 

The  Children's  Bureau — Milton 
Bennion 301 

Juvenile  Delinquency  —  A  Re- 
view— Milton   Bennion  305 

A.  W.  Ivins — Indian  Service — 
William  R.  Palmer 313 

George  Q.  Cannon — Joseph  J. 
Cannon  315 

Temple  at  Manti 320 

Autobiographical  Sketches  (III) 
— Thomas  L.  Martin  ^  321 

Conversions  (Otto  &  Josephine 
Gaeth) — ]ohn  Henry  Evans   322 

Pioneers  of  Southern  Utah,  Chas. 
Adams — Win.  R.   Pa/^wer  ___- 328 

What  of  Tomorrow  —  LeRoy 
Wahlquist  '  3  3  1 

Eleventh  Chapter  of  Isaiah — 
Sidney  B.  Sperry  3  32 

Departments  3  3  5 

Creative    Gospel    Teaching — 
Howard  R.  Driggs 342 

Junior  Sunday  School 347 

Funny  Bone  -— 3  52 


Children's  Friend  Features  of 

Interest  to  The  Sunday  School 

July,  1944 

For  Children 

Handcart  Boy — Howard  R. 
Driers 

John  and  Judy   and   the  Pioneer 
Day  Parade— Alice  B.  Woolf 

Little    Americans — Wyroa    Han- 
sen. 

Gramp's   Mules — A.    H.    Gibson. 

A  Guest  With  Wings— Mary  C. 
Shaw. 

The    Wedding    Shoes  —  Sara    O. 
Moss. 

Bright   Treasure — Helen   Hinck- 
ley Jones. 

Children's  Poems. 
For  Children  and  Teachers 

An  A  B  C  of  American  History 
— Lucile  Cannon  Bennion. 

The  Fall  of  Jericho — Dorothy  O. 
Barker. 

The  Word  of  Wisdom  for  Chil- 
dren— Leah  D.  Widtsoe. 

Mission  • — ^Neighborhood — Home 
Primary  Lessons. 


To  The  Instructor: 

Congratulations  to  you  on  your  new  magazine.  I  have  par- 
ticularly enjoyed  some  of  the  articles  on  "Pioneers  of  Southern 
Utah."  The  accounts  of  my  grandfather,  George  A.  Smith,  are 
extremely  interesting  as  well  as  accurate. 

Sincerely  your  brother, 

George  Alet^  rt  Smith,  President,  Council  of  the  Twelve 


THE 


RUCTOR 


Official  Organ  of  the  Sunday  Schools  of  The  Church  of  Jesus  Christ  of  Latter-day  Saints 

Devoted  to  the  Study  of  What  to  Teach  and  How  to  Teach 
according  to  the  Restored  Gospel 


raeSIDENT  HEBER  J.  grant.  Editor,-      MILTON  BENNION,  Associate  Editor:      WLNDELL  J.  ASHTON,  Manager 


^he  L^kllclfen  6  (I3i 


ureciu 


MILTON    BENNION 


iVlore  than  100  years  ago  the  federal  government 
began  expending  money  for  the  improvement  of  ag- 
riculture throughout  the  nation.  This  use  of  public 
financial  resources  and  extension  of  government  ac- 
tivities was  rapidly  increased  during  and  following  the 
Civil  War,  when  agriculture  attained  the  status  first 
of  a  bureau  and  then  of  a  department.  More  than  50 
years  ago  the  head  of  this  department  was  made  a 
member  of  the  President's  Cabinet.  In  the  meantime 
there  has  developed  within  the  department  many  bu- 
reaus and  other  divisions  for  special  forms  of  service; 
such  as,  the  Bureaus  of  Animal  Industry,  Dairy  Indus- 
try, Plant  Industry,  Agricultural  Economics,  the  Of- 
fice of  Experiment  Stations,  the  Forest  Service  and 
other  bureaus  and  offices  dealing  with  special  phases 
of  the  complex  problems  of  agricultural  science. 

It  was  not  until  the  last  half  of  the  first  decade 
of  the  20th  Century  that  official  recognition  was  given 
to  the  need  of  expenditure  of  federal  funds  to  give 
direct  assistance  to  families  and  communities  toward 
the  application  of  the  human  sciences,  such  as  educa- 

301 


THE     INSTRUCTOR     •     JULY,     1944 


tional  psychology,  sociology,  and  psychiatry,  in  the 
betterment  of  methods  of  child  training  and  social 
work.  The  meager  appropriations  to  the  Bureau  of 
Education,  now  called  the  Office  of  Education,  had 
dealt  almost  wholly  with  schools,  domestic  and  for- 
eign.^ 

''The  creation  of  the  Children's  Bureau  was  first 
suggested  to  President  Theodore  Roosevelt  in  1906  by 
Lilhan  D.  Wald,  founder  of  the  Henry  Street  Settle- 
ment in  New  York  City.  The  recommendation  of 
President  Roosevelt  and,  later,  of  President  Taft  that 
such  a  bureau  be  created,  the  endorsement  of  the  idea 
by  the  first  White  House  conference  on  child  welfare 
in  1909,  and  the  support  of  numerous  organizations 
and  individuals  representing  varied  interests,  led  to 
the  introduction  of  several  bills  from  1906  to  1912, 
when  the  Sixty-second  Congress  passed  the  measure 
sponsored  by  Senator  Borah.  This  act  was  approved 
by  President  Taft  April  9,1912.  It  directed  the  Chil- 
dren's Bureau  "to  investigate  and  report  '"'  ""  ""  upon 
all  matters  pertaining  to  the  welfare  of  children  and 
child  life  among  all  classes  of  our  people." 

In  defense  of  the  proposed  measure,  President 
Taft  wrote  in  March  1910: 

"We  have  an  Agricultural  Department  and  we 
are  spending  $14,000,000  or  $15,000,000  a  year  to 
tell  the  farmers,  by  the  result  of  our  research,  how 
they  ought  to  treat  the  soil  and  how  they  ought  to 
treat  the  cattle  and  the  horses,  with  a  view  to  having 
good  hogs  and  good  cattle  and  good  horses.  Now, 
there  is  nothing  in  the  Constitution  especially  about 
hogs  or  cattle  or  horses ;  and  if  out  of  the  public  treas- 
ury at  Washington  we  can  establish  a  department  for 
that  purpose,  it  does  not  seem  to  be  a  long  step  or  a 
stretch  of  logic  to  say  that  we  have  the  power  to  spend 
the  money  in  a  Bureau  of  Research  to  tell  how  we  may 
develop  good  men  and  women." 
302 


THE    CHILDREN'S    BUREAU 


In  justification  of  federal  assistance  in  the  solu- 
tion of  complex  human  social  needs  Woodrow  Wilson 
wrote  in  his  inaugural  address,  1913: 

"There  can  be  no  equality  of  opportunity — the 
first  essential  of  justice  in  the  body  politic — if  men 
and  women  and  children  be  not  shielded  in  their  lives, 
their  very  vitality,  from  the  consequences  of  great  in- 
dustrial and  social  processes  which  they  cannot  alter, 
control,  or  singly  cope  with." 

In  further  justification  of  the  rights  of  children 
and  the  obligations  of  adults,  Herbert  Hoover  in  his 
opening  address  to  the  White  House  Conference  on 
Child  Health  and  Protection,  November,  1930,  of- 
fered the  following  advice: 

"From  your  explorations  into  the  mental  and 
moral  endowment  and  opportunities  of  children  will 
develop  new  methods  to  inspire  their  creative  work 
and  play,  to  substitute  love  and  self-discipline  for  the 
rigors  of  rule,  to  guide  their  recreations  Into  whole- 
some channels,  to  steer  them  past  the  reefs  of  tempta- 
tion, to  develop  their  characters,  and  to  bring  them 
to  adult  age  in  tune  with  life,  strong  in  moral  fiber, 
and  prepared  to  play  more  happily  their  part  in  the 
productive  tasks  of  human  society." 

This  is  in  line  with  the  point  of  view  expressed 
in  White  House  Conference  of  1909  on  Care  of  De- 
pendent Children.  The  following  is  recorded  in  the 
Proceedings: 

"The  most  important  and  valuable  philanthropic 
work  is  not  the  curative,  but  the  preventive;  to  check 
dependency  by  a  thorough  study  of  its  causes  and  by 
effectively  remedying  or  eradicating  them  should  be 
the  constant  aim  of  society." 

Thus  the  purposes  of  The  Children's  Bureau  are 
indicated  and  justified  by  the  heads  of  the  federal  gov- 
ernment in  various  administrations  since  the  idea  was 
conceived.    The  work  of  the  Bureau  from  its  begin- 

303 


THE     INSTRUCTOR     •     JULY,     1944 


nings  has  been  on  a  high  professional  plane  with  no 
taint  of  partisanship  or  other  ulterior  motive.  This 
has  been  manifest  throughout  in  the  personnel  of  the 
Bureau  and  the  kind  of  advisory  service  it  offers  to  the 
people  of  every  state  in  the  union  that  desires  to  secure 
the  best  results  from  its  expenditure  of  time  and 
money  in  social  betterment  activities. 

This  is  important  in  all  corrective  work  but  even 
more  important  in  preventive  measures,  upon  which 
emphasis  should  be  placed  by  all  educational  and  social 
workers. 


'The  principles  underlying  one's  right  to  live  his  own  life  is 
simple,  just,  and  not  be  fairly  questioned.  When  a  child  becomes 
self -maintaining,  and  then  only,  may  he  in  justice  demand  to  live 
on  his  own.  The  right  to  live  one's  own  life  irrespective  of  the 
guardianship  of  parental  direction  exists  only  when  one  no  longer 
receives  without  adequate  return.  To  earn  one's  right  is  the  basis 
of  independence.  Moreover  this  freedom  carries  with  it  the  re- 
sponsibility of  normal  living,  to  be  surrendered  morally  or  legally 
when  liberty  is  turned  into  such  license  as  proves  detrimental  to 
the  well-being  of  one's  self  or  others. 


Many  good  people  will  be  startled  when  we  say  that  some 
use  their  religion  as  an  escape  from  duty.  It  is  a  thousand  times 
easier  to  wrestle  with  the  Lord  in  prayer  that  He  succor  the  sick 
and  care  for  the  poor;  much  ground  can  be  covered  in  short  order 
as  one  includes  in  petition  all  those  who  stand  in  need.  Compared 
with  filling  one  basket  with  groceries,  another  with  soap,  towels, 
and  linen,  and  spending  an  hour  in  the  house  of  poverty  and  sick- 
ness as  a  ministering  angel,  a  season  of  fervent  prayer  represents 
both  physical  and  spiritual  economy.  I  believe  we  should  use  the 
term  religiosity  at  this  point. 

What  Price  Alcohol"?  Robert  S.  Carroll,  M.D.,  Macmillan  Co. 


304 


Aauenlle  oUeli 


inauencu 


A    REVIEW    BY    MILTON    BENNION 


Understanding  Juvenile  Delin- 
quency, Publication  300,  1943. 
Controlling  Juvenile  Delinquency, 
Publication  301,  1943;  U.  S.  De- 
partment of  Labor,  Children's  Bu- 


reau. 


JL  hese  bulletins  were  prepared  to 
meet  the  present  urgent  need  of  ex- 
pert guidance  based  upon  the  best 
scientific  knowledge  now  available 
relating  to  family  and  community 
life.  Both  may  be  had  by  anyone 
interested  who  will  ask  for  them. 
Write  the  Superintendent  of  Doc- 
uments, U.  S.  Printing  Office,  Wash- 
ington, D.C.,  and  enclose  two  dimes. 
Current  popular  discussions  of 
the  failures  of  contemporary  educa- 
tional methods  emphasize  the  fact 
that  there  is  a  natural  tendency  in 
reacting  against  the  evils  of  an  ob- 
jectional  practice  to  fly  to  the  op- 
posite extreme.  This  is  what  has 
happened  with  some  of  the  enthus- 
iastic devotees  of  Progressive  Edu- 
cation. Some  of  their  opponents 
would  have  us  revert  to  the  meth- 
ods of  a  generation  ago  with  all  of 
its  bad"  features,  thus  loosing  all  the 
valuable  results  of  scientific  stud- 
ies of  human  nature.  Principles 
thus  formulated  are  being  applied  in 
the  personnel  departments  of  busi- 
ness and  industry.     They  are  also 


being  applied  effectively  in  the 
army,  as  illustrated  in  the  new  meth- 
ods of  treating  so-called  "shell 
shock."  Failure  to  apply  these  prin- 
ciples in  educational  practice  would 
be  a  great  and  inexcusable  mistake. 
It  may  come  about,  however,  if  ed- 
ucational methods  and  practices  in 
social  work  are  dictated  by  persons 
who  are  ignorant  of  recent  advances 
in  applied  psychology  and  sociol- 
ogy and  in  psychiatry. 

The  bulletins  of  the  Children's 
Bureau  here  reviewed  represent  a 
serious  and  conservative  effort  to 
apply  these  principles  to  the  prob- 
lems of  family  and  community  life 
in  language  devoid  of  technical 
terms  or  other  obstructions  to  un- 
derstanding by  the  uninitiated  in 
the  scientific  studies  upon  which 
conclusions  are  based. 

Having  had  permission  of  the 
Children's  Bureau,  we  let  the  bul- 
letins speak  for  themselves  in  the 
following  quotations: 

Relations  with  Parents 

"Doctors  Healy  and  Bronner  in 
a  study  of  delinquents  and  their 
nondelinquent  brothers  and  sisters 
found  that  the  essential  difference 
between  the  two  groups  lay  in  the 
fact   that   the   nondelinquents   had 

305 


THE    INSTRUCTOR     •     JULY,     1944 


satisfying  relationships  with  their 
parents  in  their  early  life  while  the 
delinquents  did  not.  Many  of  these 
delinquent  children  felt  unloved  and 
developed  a  lasting  sense  of  injury 
or  hostility  toward  the  world.  Some, 
on  the  other  hand,  had  been  so  pam- 
pered —  'spoiled'  —  in  their  child- 
hood that  they  had  never  learned  to 
control  their  impulses  properly  or 
to  accept  discipline.  Away  from 
the  indulgent  protection  of  their 
families,  they  were  unable  to  make 
the  adjustments  necessary  for  social 
living. 

"Everyone — the  delinquent  and 
the  law-abiding — ^has  certain  fund- 
amental emotional  needs  that  he 
seeks  to  satisfy.  Simply  expressed, 
they  are  the  need  for  love  and  af- 
fection, for  security  with  other  hu- 
man beings;  and  the  need  for 
growth  and  achievement  and  for 
recognition  from  other  human  be- 
ings. 

"In  order  that  a  child  may  grow 
up  into  a  mature,  well-adjusted 
adult,  able  to  participate  in  our  so- 
ciety without  too  much  emotional 
strain,  he  must  have,  particularly  in 
his  early  childhood,  the  kind  of 
family  that  will  help  him  answer 
those  needs.  First  and  above  all, 
he  must  be  secure  in  his  relationship 
with  his  parents.  He  must  feel  that 
he  is  loved,  that  he  'belongs.' 
Such  security  gives  him  a  sense  of 
worth  and  of  confidence  in  himself, 
which  help  him  toward  becoming 
an  integrated  personality. 

Need  for  Achievement 

"For  his  healthy  development  in- 
to maturity,  a  child  must  have  the 
306 


kind  of  relationship  with  his  par- 
ents that  will  fulfill  his  second  need 
— the  need  for  growth,  for  achieve- 
ment, for  status  as  an  individual 
apart  from  his  family.  As  a  child 
develops,  his  interests  gradually 
broaden  and  his  experiences  expand 
outside  the  family  circle.  As  he  ap- 
proaches puberty  he  wants  to  assert 
himself,  to  become  independent, 
and  emancipate  himself  from  his 
family. 

"All  children — and  for  that  mat- 
ter, all  adults — need  recognition, 
approval  from  others.  Failing  to 
find  satisfaction  for  this  basic  de- 
sire in  their  actual  experiences,  they 
get  what  comfoia;  they  can  by  with- 
drawing into  the  realm  of  fantasy 
where  all  their  wishes  come  true. 
Or  unable  to  gain  recognition 
through  socially  acceptable  behav- 
ior, they  may  turn  to  delinquency 
to  get  the  acclaim  and  admiration 
they  seek  from  their  companions. 

"This  does  not  mean  that  all  chil- 
dren who  are  rejected,  'spoiled,'  or 
guilt-ridden,  who  feel  frustrated, 
inadequate,  and  revengeful,  become 
delinquent.  Some  of  these  children 
find  expression  for  their  conflict  in 
ways  that  are  not  legally  forbidden. 
But  the  child  who  is  unhappy  in  his 
family  relationships  is  likely  to  seek 
satisfactions  away  from  home. 

Relations  with  Teachers 

"An  uncomfortable  relationship 
with  a  teacher  who  has  no  under- 
standing of  his  needs  may  impel  a 
child  toward  truancy.  Rigid  dis- 
ciphne,  imposed  by  a  teacher  who 
demands   obedience   through  strict 


JUVENILE     DELINQUENCY 


authoritarian  methods,  can  only 
serve  to  increase  the  feeUng  of  re- 
bellion and  retaliation  against  per- 
sons in  authority  that  some  children 
as  a  result  of  their  home  situation, 
bring  to  school  to  begin  with.  Con- 
versely, weak  discipline  leading  to 
futile  and  confused  school  hours 
can  have  the  same  effect. 


JULIA   LATHROP 


Evil  Effects  of  Poverty 


"As  long  ago  as  1919  Julia  C 
Lathrop,  first  Chief  of  the  Chil- 
dren's Bureau,  said: 

'Children  are  not  safe  and  happy      tive  that  children  will  be  eager  to 
if  their  parents  are  miserable,  and      come.     These  programs  might  in- 

307 


parents  must  be  miserable  if  they 
cannot  protect  a  home  against  pov- 
erty. 

'Let  us  not  deceive  oursfilves. 
The  power  td  maintain  a  decent 
family  living  standard  is  the  pri- 
mary essential  of  child  welfare. 
This  means  a  living  wage  and  whole- 
some working  life  for  the  man,  a 
good  and  skillful  mother  at  home 
to  keep  the  house  and  comfort  all 
within  it.  Society  can  afford  no 
less  and  can  afford  no  exceptions.' 

"It  was  true  then,  it  is  equally 
true  now." 


The  Role  of  the  Church 

"To  give  spiritual  guidance — 
this  is  the  primary  role  of  the 
church.  As  one  of  the  community 
forces  influencing  children,  the 
church  can  also  contribute  concrete- 
ly to  the  prevention  of  delinquency. 
To  do  so  its  leaders  must  take  an 
active  interest  in  commuity  life. 
They  must  be  aware  of  conditions 
in  their  neighborhood  that  make  for 
delinquency  and  take  steps  to  elim- 
inate them.  They  can  arouse  pub- 
lic concern  for  community  prob- 
lems and  spur  church  members  into 
doing  something  about  them.  They 
can  cooperate  with  other  agencies 
and  neighborhood  groups  to  make 
the  community  a  better  place  to 
live  in. 

"Church  buildings  can  serve  as 
community  centers  with  recreation- 
al programs  so  varied  and  attrac- 


THE     INSTRUCTOR     •     JULY,     1944 


elude  discussion  groups  in  which 
older  boys  and  girls  could  thrash 
out  their  ideas,  doubts,  and  beliefs. 
Ideals  are  molded  by  the  personal- 
ities we  admire.  Group  leaders  in 
church  activities,  therefore,  should 
be  the  kind  of  men  and  women  who 
understand  yoxmg  people  and  arouse 
their  respect  and  admiration. 

Leisure-time   Agencies 

"More  important  than  any  oth- 
er aspects  of  its  program,  as  of  any 
agency  dealing  with  human  beings, 
are  its  workers.  Leisure-time  agen- 
cies must  have  the  kind  of  leaders 
who  are  not  merely  experts  in  phy- 
sical culture,  or  dramatics,  or  arts 
and  crafts.  They  must  be  sensitive 
to  the  needs  of  children  and  able  to 
meet  them.  They  must  understand 
the  implications  of  human  behavior 
and  be  sufficiently  trained  to  spot 
the  child  whose  actions  indicate 
some  maladjustment  as,  for  example, 
the  child  who  always  wants  to  be 
the  'boss';  the  child  who  pursues 
his  interests  always  alone;  the  child 
who  flits  from  one  activity  to  an- 
other without  completing  any;  the 
child  who  wanders  around  by  him- 
self and  just  'watches.'  Through 
personal  interest  and  attention  a 
skilled  leader  can  help  to  meet  the 
needs  of  a  maladjusted  child.  By 
manipulating  the  agency's  program 
he  can  gradually  help  one  child  to 
develop  the  ability  to  get  along  with 
others;  another  to  get  group  recog- 
nition through  his  achievement;  a 
third  to  develop  initiative  or  a  ca- 
pacity for  leadership;  and  a  fourth 
to  learn  to  focus  his  energies. 
308 


"For  many  maladjusted  boys  and 
girls  the  leader's  greatest  value  lies 
in  giving  them  a  happy  relation- 
ship with  an  adult,  which  they  may 
have  lacked.  As  is  indicated  in  the 
first  section,  What  Causes  Delin- 
quency? children  take  on  the  ways 
and  attitudes  of  those  they  admire. 
A  good  relationship  with  a  group 
leader  whom  a  delinquent  child  ad- 
mires may  have  a  great  deal  of  in- 
fluence in   changing  his  conduct. 

Foster  Parents'  Attitudes 

"One  cannot  stress  too  often  the 
fact  that  the  essence  of  successful 
treatment  of  a  delinquent  lies  in 
the  building  up  of  a  satisfying  per- 
sonal relationship  with  an  adult 
whom  he  loves  and  who  loves  him. 
It  does  not  much  matter  if  the 
wallpaper  in  the  foster  home  is  fad- 
ed and  the  furniture  shabby.  What 
matters  is  that  the  foster  parents 
are  understanding  people  and  truly 
fond  of  the  child,  even  when  they 
must  use  firmness  to  discipline  him. 
They  must  be  able  to  tolerate  his 
bad  behavior  without  feeling  that 
he  is  'ungrateful.'  This  is  a  great 
deal  to  ask  of  foster  parents,  since 
delinquent  children  are  often  over- 
active, destructive,  and  lacking  in 
regard  for  the  rights  of  others.  But 
it  is  better  not  to  place  a  child  at 
all  than  to  put  him  in  a  home  of 
foster  parents  who  will  want  him 
with  them  only  as  long  as  he  is 
'good'  and  refuse  to  keep  him  when 
he  is  'bad.'  As  we  have  seen,  de- 
linquents are  often  children  who 
felt  unwanted  to  begin  with.    Add- 


JUVENILE    DEL|NQU£nCV 


ed  rejection  by  the  foster  parents 
would  only  intensify  their  sense  of 
failure  and  'unwantedness'  and 
perhaps  drive  them  to  further  de- 
linquencies. 

Community  Organization 

"No  one  program  or  any  one 
agency  can  be  of  much  avail.  All 
community  services  that  are  con- 
cerned with  the  welfare  of  children 
— churches,  schools,  recreational 
centers,  health  services,  child-gioid- 
ance  clinics,  and  the  various  pub- 
lic and  private  social  services — must 
be  utilized.  But  they  must  do  more 
than  perform  their  specific  func- 
tion. They  must  plan  and  work  to- 
gether in  a  coordinated  program 
based  upon  the  24-hour  needs  of 
all  the  community's  children.  Such 
a  program  would  aim  to  fill  in  es- 
sential services,  to  eliminate  dupli- 
cation of  effort,  and  to  make  the 
best  possible  use  of  community  re- 
sources. 

"There  must  be  some  form  of 
community  organization  through 
which  this  coordination  can  be  ac- 
complished. 'Community  organi- 
zation' is  the  means  by  which  rep- 
resentatives from  community  agen- 
cies and  institutions,  both  public 
and  private,  and  from  citizen  groups 
can  jointly  study  the  needs  of  the 
community  and  make  plans  to  meet 
them.  Local  defense  councils,  cotm- 
cils  of  social  agencies,  and  commun- 
ity chests  are  examples  of  the  group 
effort  known  as  community  organ- 
ization. 

"The  task  of   preventing  delin- 


quency cannot  be  delegated  solely 
to  experts.  It  takes  the  united  ef- 
fort of  everyone  in  the  community. 
As  citizens  we  must  take  vigilant 
interest  in  the  community  life  that 
affects  our  children.  We  can  join 
with  other  citizens  in  community 
groups,  whether  they  be  parent- 
teacher  associations,  church  groups, 
service  clubs,  women's  clubs,  or  la- 
bor unions,  to  study  local  condi- 
tions, plan  for  their  improvement, 
and  translate  plans  into  action.  We 
can  volunteer  our  services  in  recre- 
ation centers,  nurseries,  clinics,  and 
many  other  child-caring  agencies 
left  shorthanded  by  the  war.  We 
can  serve  on  the  boards  of  social 
agencies  and  help  to  interpret  their 
work  to  the  community  and  the 
community's  needs  to  them.  We 
can  give  financial  support  to  agen- 
cies doing  a  good  job. 

Community  Services 

"Community  measures  for  preven- 
tion and  control  of  juvenile  delin- 
quency in  wartime,  as  at  all  times, 
must  begin  with  strengthening,  ex- 
panding, and  developing  commun- 
ity services  that  are  needed  for  the 
protection,  growth,  and  develop- 
ment of  every  child. 

"These  services  cannot  and  should 
not  be  developed  merely  as  part  of 
a  program  of  delinquency  preven- 
tion. Instead  they  should  be  direct- 
ed toward  promoting  the  objectives 
of  the  community  for  the  positive 
well-being  of  all  its  children.  Nev- 
ertheless, as  its  first  step  any  group 
concerned  with  control  of  delin- 
quency must  assess   the  provisions 

309 


THE    INSTRUCTOR 


JULY,    1944 


for  the  home  life,  health,  schooling, 
and  welfare  of  children  and  take 
steps  to  stimulate  and  support  all 
groups  seeking  to  strengthen  these 
measures  and  fill  in  any  gaps  that 
may  exist. 

"A  community  planning  a  pro- 
gram to  combat  juvenile  delin- 
quency will  need  to  draw  on  all 
available  resources  within  its  bor- 
ders and  outside.  Through  the 
participation  of  Federal,  State,  and 
local  agencies  and  citizen  groups  the 
community  services  that  affect 
children  and  youth  can  be  strength- 
ened, expanded,  and  developed.  This 
must  be  done  if  we  are  to  safeguard 
our  children,  who  are  the  strength 
and  future  of  the  Nation. 

"All  children  have  needs  above 
and  beyond  those  that  can  be  met 
by  their  families.  These  must  be  met 
by  the  resources  of  the  community. 
The  availability  of  these  necessary 
resources  for  all  children  has  a  spe- 
cial significance  in  this  war  period 
when  family  life  is  subjected  to 
strains  and  dislocations.  Strength- 
ening of  community  resources  is  of 
substantial  importance  in  preven- 
tion of  juvenile  delinquency.  If 
these  resources  are  based  on  a  broad 
concept  of  public  responsibilty, 
many  children  not  only  may  be 
saved  from  falling  into  unaccept- 
able behavior  but  also  may  be  pre- 


pared for  rich,  purposeful,  and  cre- 
ative living. 

"Children  and  young  people,  in 
their  inexperience  and  lack  of  dis- 
crimination, are  easy  prey  for  harm- 
ful influences  in  the  community. 
Such  influences,  therefore,  should 
receive  attention  in  an  effort  to  con- 
trol wartime  juvenile  delinquency. 
If  control  over  harmful  or  poten- 
tially harmful  influences  is  definite- 
ly assumed  as  a  public  responsibil- 
ity, the  opportunity  for  children  to 
engage  in  delinquent  activities  will 
be  reduced  or  in  large  measure  re- 
moved. 

"An  individual  child  who  com- 
mits a  delinquent  act  or  who  is 
found  under  circumstances  that  ap- 
pear to  indicate  delinquency,  who 
presents  behavior  problems,  or  who 
engages  in  mischievous  and  destruc- 
tive conduct,  requires  consideration 
in  any  program  of  delinquency  con- 
trol. The  services  afforded  by  the 
social  agencies  of  the  community, 
both  public  and  private,  are  im- 
portant factors  in  determining 
whether  a  child  will  become  con- 
firmed in  delinquency  or  be  able  to 
substitute  some  constructive  activ- 
ity for  his  unacceptable  behavior. 
For  the  development,  strengthen- 
ing, and  extension  of  these  services 
the  local  public  welfare  agency  has 
major  responsibility." 


310 


^^ntkonu    l/U,  ^i 


f 


^t/ind 


WILLIAM    R.    PALMER 


IX  Indian  Memorial  Service  for  given   each   night  in   the   College 

President  Anthony  W.  Ivins  Auditorium  before  packed  houses. 

A  For  our  induction  they  had  pre- 
s  a  boy  in  the  Southern  Mission  pared  a  ceremonial  dance.  A  new 
President  Ivins  became  acquainted  soapstone  pipe  had  been  carved  out 
with  the  Indians  of  the  Pahute  and  by  the  Medicine  Man  and  loaded 
and  Shivwits  tribes.  They  famil-  with  special  herbs  mixed  with  to- 
iarly  called  him  "Tony,"  and  came  bacco.  Part  of  the  ceremony  con- 
to  look  upon  him  as  their  special  sisted  of  the  smoking  of  the  pipe  in 
friend  and  spokesman  among  the  symbol  of  fellowship.  President 
white  settlers  in  their  country.  They  Ivins  and  I  must  take  our  puflfs  with 
regarded  his  call  to  Mexico  as  a  very  the  rest  as  it  went  around  the  circle, 
sore  loss  and  they  hailed  his  return  but  they  allowed  us  to  take  our  two 
with  great  rejoicing.  puffs  dry  before  the  pipe  was  light- 
In  1924  the  Church  purchased  ed.  This  favor  out  of  respect  for 
some  homes  and  a  twenty-five  acre  our  scruples  against  tobacco, 
farm  for  the  Indians  at  Cedar  City  We  came  out  of  the  celebration 
and  presented  this  property  to  them  with  full  membership  in  the  Pahute 
on  Christmas  day.  Since  I  had  been  tribe,  a  relationship  which  I  have 
instrumental  in  bringing  the  mat-  drawn  heavily  upon  to  gather  their 
ter  to  the  attention  of  the  First  sacred  legends  and  witness  their  se- 
Presidency,  and  President  Ivins  had  cret  ceremonials.  President  Ivins 
plead  the  Indian  cause  so  successf  xxl-  would  have  been  heart  and  soul  in 
ly,  they  decided  that  they  wanted  these  matters  if  he  had  been  near 
to  show  their  appreciation  of  our  enough  to  participate.  He  never 
efforts  in  their  behalf  by  electing  came  through  the  country  without 
us  to  full  membership  in  the  Pa-  visiting  the  camp  and  it  was  his 
hute  tribe.  custom  to  call  them  together  and 

With  the  assistance  of  William  give  them  a  good  talk. 

H.  Manning,  music  director  at  the  Questions  grew  out   of  our  in- 

Branch  Agricultural  College,  they  duction  which  the  Indians  had  not 

worked  up  a  very  creditable  pro-  forseen  and  on  which  they  were  not 

gram  of  Indian  songs,  dances,  games  at  first  united.    Should  we  be  given 

and  pantomimes  and  put  on  a  three  free  access  to  all  the  tribal  pow- 

day  feast  and  celebration.    The  pro-  wows  with  their  very  sacred  and 

gram  of  dances,  chants,  etc.,  was  secret  ceremonials?  Should  they  tell 

311 


THE    INSTRUCTOR    •    JUL',    1944 


US  everything  we  inquired  about? 
Would  we  understand  their  sacred 
things  or  would  we  make  fun  of 
them.  Would  we  tell  all  that  we 
learned  to  the  white  people?  These 
and  many  other  matters  that  con- 
cerned us  were  subjects  of  earnest 
discussion  in  their  Tribal  Council 
meetings.  There  were  also  some 
jealousies.  Since  the  Church  was 
not  buying  farms  for  all  the  Bands, 
some  were  not  at  first  in  favor  of 
giving  "Tony"  and  "Will"  full 
tribal  privileges. 

It  took  two  years  of  discreet  ang- 
ling for  me  to  obtain  an  invitation 
to  attend  a  Pow-wow  and  witness 
all  its  ceremonies.  I  learned  later 
that  it  had  been  discussed  in  every 
Tribal  Council,  but  permission 
could  not  be  given  until  the  Chief 
of  every  one  of  the  twenty-three 
Pahute  clans  gave  their  unanimous 
consent.  A  committee  of  three  lead- 
ing Chiefs  delivered  the  invitation 
to  me  and  I  was  to  write  "Tony" 
that  he  could  come  also.  President 
Grant,  at  the  time,  was  in  the  East 
and  "Tony"  sent  very  sincere  re- 
grets that  he  could  not  come. 

A  few  months  later  this  same 
committee  waited  on  me  again. 
They  were  speaking  for  the  twenty- 
three  chiefs.  They  wanted  to  know 
if  when  I  die  they  should  have  an 
Indian  Sing  as  they  do  for  all  In- 
dians. Would  I  be  mad?  Would 
my  wife  be  mad?  Would  my  fam- 
ily be  mad?  Would  the  Mormon 
bishop  be  mad?  Do  the  Indians  want 
to  have  a  sing  for  me  when  I  die? 
1  asked.  They  said  yes  If  nobody 
would  be  mad.  I  told  them  I  would 
3t2 


be  happy,  not  mad,  and  I  would 
tell  my  family  they  must  let  the 
Indians  come.  They  said,  "All  right, 
Will,  you  tell  Tony  all  the  same. 
You  ask  will  he  be  mad." 

I  wrote  to  President  Ivins  and  he 
was  very  happy  about  it.  He  said 
it  was  one  of  the  greatest  compli- 
ments he  had  ever  received. 

The  word  of  President  Ivins' 
death  reached  me  very  early  in  the 
morning.  I  got  in  my  car  and  went 
at  once  to  the  Indian  Camp,  arriv- 
ing before  anyone  was  up.  I  called 
to  the  chief  and  in  a  few  minutes  he 
came  out.  I  told  him  Tony  was 
dead  and  immediately  he  began  to 
shout  that  news.  In  just  a  few  min- 
utes every  person  in  camp  gathered 
around  us.  I  gave  them  all  the  news 
I  had.  Most  of  the  Indians  were 
out  in  the  mountains. 

Chief  Jimmie  said.  "We  got  to  go 
to  Salt  Lake  to  give  Tony  sing. 
How  much  money  in  camp?"  They 
all  threw  down  their  purses  and 
Jimmie  counted  the  money.  It 
amounted  to  only  four  dollars  and 
sixty-five  cents  ($4.65).  He  vi^as 
much  disappointed. 

I  knew  there  was  no  place  for  a 
lot  of  Indians  in  Salt  Lake  City  and 
that  they  would  not  be  understood 
there.  I  felt  that  they  might  come 
home  disappointed;  so  I  said,  "Why 
don't  you  have  a  sing  for  Tony 
down  here?"  They  asked,  "Would 
they  send  Tony  down  here.  We 
can't  have  sing  without  Tony." 

I  said,  "Yes  you  can.  We  have 
had  lots  of  funerals  when  the  dead 
man  was  not  present,  and  you  can 
do  that,  too."  He  said,  "Tony  will 


ANTHONY     W.     IVINS 


never  know  we  cry  for  him.  His  turned  home  and  put  on  my  over- 
spirit  stay  up  there  with  him."  I  coat  for  I  expected  to  be  out  all 
assured  him  that  Tony  would  know  night.  As  I  walked  through  the 
that  his  friends  everywhere  would  house  I  saw  the  Deseret  News  lying 
cry  for  him.  on  the  table  with  a  life  size  picture 

The   chief   began   giving  orders.  of  President  Ivins  on  the  front  page. 

One  was  to  go  to  Indian  Peak  and  I  folded  the  paper  and  put  it  in  my 

the  Indians  there,  another  was  to  go  pocket,   thinking  I   would  hang  it 

to  the  telephone  and  call  Moccasin,  on  the  wall  for  the  Indians  to  look 

and    Santa    Clara    and   Moapa    and  at. 

Kanosh     and     Koosharem.     Others  There  was  some  Httle  confusion 

were   to   hunt   the    Indians    in    the  when  I  arrived  at  the  camp.     They 

mountains.  "All  of  them  must  come  had  reached   the  first  knot   in  the 

to  Cedar  for  Tony's  sing  tonight."  song  string  and  there  was  no  corpse 

That  evening  Indians  were  com-  to  cry  for.  The  chief  came  hurry- 
ing in  from  all  directions  and  over  ing  to  meet  me.  He  said,  "What 
two  hundred  were  here  at  sunset  to  we  gonna  do  now?  Cry  time  come, 
join  in  the  funeral  chants.  Tony  not  here.  What  we  gonna  do?" 

The  Indian  Sing  begins  at  sun-  My   hand  touched   the  paper   in 

set  and  continues  until  sunrise.  They  my  pocket   and  I  remembered   the 

have  a  string  of  songs  that  come  in  face  on  its  front  page.  I  said,  "Here 

proper  sequence  through  the  night.  is   Tony's   picture.   I   will   hang   it 

At   certain  places   the  chant  stops  on  the  wall.  Everybody  can  look  at 

and    everyone   surrounds    the   dead  it  and  think  he  is  here.  They  can 

person  and  weeps  and  wails.     They  cry  because  he  is  dead." 

explained  to  me  that  the  songs  were  j   ^^^^^^^   ^^^^   ^^^^^   ^^^  ^^^j 

like  a  strmg  that  runs  all  through  ,^  ^         ^^^                       ^^^  ^^^^ 

the  night.    Here  and  there  all  along  ,,^pp^j  ^^    ^e  said.  "No,  no,  dead 

there  are  knots  in   the   strmg   and  ^,^  ^e  don't  stand  up,  he  lay  down, 

everytime  they  came  to  a  knot  they  Give  that  paper  to  me."  I  handed 

must  stop  and  cry-a  very  apt  il-  .^e  paper  to  Jimmie  and  he  laid  it  on 

lustration.     They  said  I  must  come  .^e  floor  face  up.  "Now,"  he  said, 

and  help  them  for  they  had  never  ^h.^e    is   Tony's    head.    Everybody 

bein  ^  'rTsLT'     ''"'                  ^^''''"  ^^"^   ''^    '^''"^''    ^'''^•"      ^^   ^^'" 

°  P           ■  stepped  two  long  steps  down   and 

Their  chants  go  on  for  about  two  appraised    carefully     the    distance, 

hours  before  they  come  to  the  first  right  by  that  big  knot  in  the  floor. 

cry.  I  told  them  that  I  could  not  Then  he  said,  "Here  is  Tony's  feet 

come  until  after  a  meeting  but  they  You  can  see  Tony's  head  but  you 

could  begin  and  go  on  just  as  if  Tony  can't  see  his  feet,  but  they  are  right 

were  there.     I  promised  to  be  there  by  that  big  knot.     Don't  anybody 

by  crying  time,  so  they  proceeded,  step  on  Tony's  feet  and  legs."  They 

Before  going  to  the  camp  I  re-  gathered  in  an  oblong  circle  around 

313 


THE     INSTRUCTOR     •     JULY,     "944 


the  imaginary  corpse,  leaving  plenty 
of  space  below  the  feet.  They  be- 
gan to  wail.  Their  souls  overpoured 
with  copious  tears  which  flowed 
down  their  dark  and  sorrow  drawn 
faces. 

This  continued  for  about  half  an 
hour,  then  Jimmie  reached  in  and 
quietly  withdrew  the  paper.  When 
the  mourners  discovered  that  it  was 
gone  they  stopped  crying  and  re- 
turned to  their  seats  around  the 
walls. 

The  singers  came  back  forming 
two  lines  down  the  center  of  the 
room,  the  men  in  one  line  and  the 
women  in  the  other.  Kneeling  on 
the  floor  facing  each  other  they  be- 
gan the  second  series  of  the  song 
chant. 

As  the  chant  went  on  anyone 
who  wanted  to  say  anything  about 
Tony  arose  and  spoke  to  the  song 
accompaniment,  for  the  chant  nev- 
er stopped  until  they  came  to  an- 
other cry  time.  I  listened  to  many 
simple  tributes  that  told  the  story 
of  President  Ivins'  greatness  as  well 
as  the  most  eloquent  sermon  that 
was  given  at  his  real  funeral.  Here 
are  some  samples. 

An  old  nfian  stood  up  and  said, 
"Long  time  ago  I  was  boy  like  this 
(indicating  his  size  with  an  extend- 
ed hand)  down  by  St.  George.  Tony 
was  little  bigger,  like  this.  Tony 
was  herd  cow  out  by  Indian  camp. 
Tony  come  to  camp  every  day  and 
play  shoot  bow  and  arrow.  Tony 
say  keep  cow  this  side,  leave  grass 
that  side  for  Indian  horse.  Tony 
good  Indian  friend." 

Another  said,  "Tony  make  it 
good  talk  all  time  for  us  Indians 
314 


peoples.  Tony  say,  don't  steal,  that 
no  good.  Tony  say  don't  lie,  that 
no  good.  Tony  say  no  take  an- 
other man  squaw,  that  no  good. 
Tony  say  no  get  drunk,  that  no 
good.  Tony  say  don't  make  fight, 
that  no  good." 

Another  told  of  working  for 
Tony  out  on  Kiabab  and  "Tony 
give  us  Indian  boy  good  food  all 
same  white  boy." 

An  old  woman  said,  "Tony  know 
Indian  heart  all  the  same  as  Indian." 

So  it  went  all  through  the  night. 
They  told  of  little  favors  he  had 
done  for  them;  how  he  had  plead 
their  cases  in  court  and  how  he  had 
talked  for  them  to  the  Govern- 
ment and  to  the  church  and  he 
had  secured  for  them  their  homes 
and  farms. 

Whenever  the  song  string  came 
to  another  knot  Chief  Jimmie 
spread  the  newspaper  on  the  floor 
and  they  went  through  their  weep- 
ing and  wailing  again. 

There  was  evident  through  all 
the  service  a  distinct  sense  of  sor- 
row and  loss.  They  felt  that  the 
Indian's  best  friend  was  gone.  No 
speaker  had  been  appointed  'or 
called  but  anyone  who  wanted  to 
say  something  about  "Tony"  arose 
of  his  own  accord.  Some  spoke  sev- 
eral times  as  new  thoughts  came 
to  their  minds.  It  was  all  so  simple 
and  spontaneous  and  there  was  no 
affectation  or  speaking  for  effect. 

A  more  sincere  and  sotxlf  ul  service 
was  not  held  for  him  anywhere,  nor 
one  that  brought  out  more  clearly 
the  elemental  qualities  of  a  great 
character. 


Ljeorae   (o/.   L^i 


annon 


JOSEPH    J.    CANNON 


The  Desert 

While  the  subject  of  this  series 
could  have  lived  a  profitable  and  in- 
teresting life  if  he  had  never  left 
the  city  of  his  birth,  yet  he  was  for- 


"is^ 


GEORGE  0.  CANNON 

tunate  that  such  a  multitude  of 
strange  and  stirring  events  befell 
him  from  early  youth.  At  twenty 
he  had  crossed  the  ocean,  seen  Nau- 
voo  at  its  height,  witnessed  its  fall. 


crossed  the  plains  and  become  a 
pioneer.  He  had  been  in  the  val- 
ley of  the  Great  Salt  Lake  the  first 
two  years  of  its  settlement,  and 
had  met  the  desperate  conditions 
of  the  critical  time.  Then  a  new  ex- 
perience was  thrust  upon  him.  The 
call  came  to  turn  his  face  to  the 
western  desert.  He  was  deeply  dis- 
appointed at  not  being  able  to  re- 
main to  help  build  up  Zion,  a  for- 
lorn Zion  indeed,  but  glorious  to 
him. 

Let  us  quote  his  own  statements 
regarding  this  new  situation. 

"It  was  in  the  summer  of  1849 
that  gold-seekers  commenced  to  pass 
through  Great  Salt  Lake  Valley  on 
their  way  to  the  gold-fields  of  Cal- 
ifornia. The  richest  of  these  'dig- 
gings' had  been  discovered  by  Lat- 
ter-day Saints,  who  had  gone  to  Cal- 
ifornia in  the  'Mormon  Battalion,' 
The  fame  of  these  rich  discoveries 
.  .  .  spread  over  the  world  .  .  .  Those 
who  crossed  with  wagons  acted  in 
the  most  strange  and  reckless  man- 
ner. They  hoped,  when  they  reached 
California,  to  obtain  all  the  gold 
they  wanted,  and  they  were  in  such 
eager  haste  to  get.  there  that  they 
cared  nothing  for  the  property 
which  they  had  .  .  . 

"Many  of  them  concluded  to 
leave  their  wagons,  and  put  their 

315 


THE    INSTRUCTOR     ■     JULY,    1944 


goods  on  animals  and  pack  through 
.  .  .  and  to  Hghten  their  loads  .  .  . 
they  were  glad  to  let  their  clothing 
and  other  things  go  at  almost  any 
price  By  these  means  the  Saints 
obtained  an  abundance  of  articles 
of  which  they  were  very  destitute. 

"It  seemed  like  a  miracle  .  .  .  Yet 
all  this  had  been  predicted  by  Presi- 
dent Heber  C.  Kimball.  While  he 
was  speaking  to  the  people  in  the 
old  Bowery  the  winter  previous,  he 
said  that  wagons,  clothing  and  many 
other  articles,  which  then  were  so 
scarce  that  none  could  be  bought, 
would  be  so  plentiful  here  that  they 
could  be  obtained  for  little  or  al- 
most nothing.  When  he  said  this, 
it  seemed  impossible  that  his  words 
could  be  fulfilled.  Brother  Heber 
himself,  I  have  heard  him  say,  was 
scared  at  what  he  had  said,  it 
seemed  so  impossible  .  .   "^ 

Many  of  the  members  of  the 
Church,  learning  of  the  sauve  cli- 
mate of  California  and  excited  by 
the  nuggets  and  gold  dust  brought 
back  by  the  Battalion,  became  rest- 
less and  eager  to  go  on  to  the  coast. 

Under  these  circumstances  it  is 
strange  to  read  the  words  of  the 
young  man,  George  Q.  Cannon, 
when  he  was  called  to  go.  It  is 
hardly  to  be  believed  that  he  lacked 
in  the  spirit  of  adventure. 

"There  was  no  place  that  I  would 
not  rather  have  gone  to  at  that  time 
than  California.  I  heartily  despised 
the  work  of  digging  gold."^ 


1  (f 


'Twenty  Years  Ago,"  Juvenile 
Instructor,  Vol.  4,  p.  7. 

^  "Twenty  Years  Ago,"  Juvenile 
Instructor,  Vol.  4,  p.  13. 
316 


Doubtless  this  youth  had  other 
ideas  of  what  he  hoped  to  do  with 
his  life.  Moreover  he  had  received 
a  deep  impression  from  the  exhor- 
tations of  President  Young  and  his 
associates  that  Zion  was  in  the 
mountains  and  should  be  built  there 
and  that  the  metals  were  to  be  left 
where  nature  put  them.  The  peo- 
ple were  promised  great  blessings  if 
they  would  cultivate  the  earth  and 
produce  food,  and  they  were  warned 
that  apostacy  lay  in  the  other  direc- 
tion. The  young  man  certainly 
would  not  have  gone  to  California, 
except  to  obey  the  call  of  the 
Church,  which  needed  the  gold.  He 
was  not  to  dig  it  for  himself. 

Early  in  October,  1849,  the  little 
company  started  by  the  southern 
route.  There  were  twenty  in  the 
group  traveling  horseback  with 
pack  animals.  George  Q.  Cannon 
rode  a  young  buckskin  mare  and 
packed  his  provisions  and  bedding 
on  a  grey  horse  which  because  of 
its  disfigured  ears  was  called  "Crop- 
py." At  Provo  about  an  equal  num- 
ber of  gold  seekers  joined  them. 
These  were  packers  also  and  had  as 
leader  a  Captain  Smith.  All  were 
glad  of  the  company  as  numbers 
meant  greater  safety. 

At  Beaver  Creek,  eleven  days  aft- 
er starting,  they  found  a  stake  left 
by  Elder  Charles  C.  Rich  who  was 
with  the  company  which  had  en- 
gaged Captain  Jefferson  Hunt,  for- 
mer member  of  the  Battalion,  as 
guide.  The  stake  was  marked  208 
miles  from  Salt  Lake  City,  and  di- 
rected  them   to   follow   down    the 


GEORGE     Q.     CANNON 


creek.  Obeying  they  soon  caught 
up  with  the  larger  company. 

Here  an  interesting,  and,  as  it 
proved,  a  tragic  situation  devel- 
oped. Captain  Smith  converted 
those  that  were  with  him  to  follow 
him  over  a  shorter  route,  instead 
of  continuing  to  the  Spanish  trail. 
He  had  a  map  made  by  a  certain  E. 
Barney  Ward,  which  led  directly 
west  to  a  point  in  California  sev- 
eral hundred  miles  nearer  the  mines. 
It  sounded  plausible. 

Elder  Rich,  one  of  the  Twelve 
Anostles  called  by  the  Church  to 
California,  agreed  to  change  his 
plans,  and  left  his  wagon,  packing 
with  a  horse  and  a  mule.  His  de- 
cision was  made  in  order  to  be  with 
those  who  were  members  of  the 
Church.  He  received  the  impres- 
sion that  if  he  did  not  go,  some  if 
not  all  of  them  would  perish. 

On  the  first  of  November  the 
company  with  their  pack  animals 
left  the  Spanish  trail,  parting  from 
the  Hunt  company,  which  went  on 
in  wagons,  and  traveled  almost  due 
westward.  This  seems  to  have  been 
at  about  where  Paragoonah  now 
stands.  That  night  after  plodding 
along  in  a  heavy  rain  for  some  fif- 
teen miles,  they  came  to  some  caves, 
which  they  named  "Rocks  of  Ref- 
uge." Here  they  kindled  large 
fires  and  dried  their  clothing. 

The  next  day  they  crossed  the 
Continental  divide  and  had  some 
hard  going.  "Croppy"  the  pack- 
horse  could  not  keep  up  with  the 
company  and  his  owner  was  left  be- 
hind. However,  Joseph  Cain  and 
Henry.  W.  Bigler,  stayed  with  him 
and     late   at     night,     smelling    the 


burning  sage  of  the  camp,  made 
their  way  to  it. 

It  was  rough  country  into  which 
the  little  company  had  ventured. 
They  strained  their  eyes  for  some 
valley  which  would  make  traveling 
possible,  but  range  after  range  of 
mountains  stood  in  the  way  and 
had  to  be  crossed.  Rain  at  times 
soaked  them  to  the  skin  during  the 
day  and  made  their  nights,  un- 
sheltered as  they  were,  terrible. 

The  horse  "Croppy"  became 
more  and  more  a  problem.  He  fell 
on  the  mountainside,  wandered 
from  the  trail  toward  water  when 
they  traveled  near  a  creek,  tried  to 
commit  suicide  several  times,  and 
finally  succeeded  in  drowning  him- 
self. The  brethren  generously  di- 
vided their  young  companion's  pack 
and  carried  it  on  their  animals. 

The  rains  were  succeeded  by  real 
desert  climate.  Of  the  ninth  of 
November,  George  Q.  Cannon 
writes : 

"In  starting  again  we  struck  over 
some  high  hills  to  the  westward 
and  traveled  in  this  direction  near- 
ly all  day.  We  estimated  our  day's 
journey  at  32  miles.  "We  camped 
in  a  dry  bed  of  a  creek,  but  could 
find  no  water.  There  was  much 
suffering  in  camp  this  night;  many 
of  Captain  Smith's  company  offered 
to  give  anything  they  had  for  a 
drink.  Gloomy  and  despondent 
feelings  prevailed  with  a  great  num- 
ber, as  the  prospect  of  finding  wat- 
er without  going  a  great  distance 
was  not  very  promising. 

"To  the  northward  of  where  we 
camped  were  some  mountains,  and, 
as  the  dry  bed  of  the  creek  came 

317 


THE    INSTRUCTOR     •     JULY,    1944 


from  that  direction,  it  was  hoped 
that  by  following  it  up  we  might 
find  water  there.  In  the  morning, 
therefore,  we  started.  The  weather 
was  very  warm  for  the  season,  and, 
after  the  sun  arose,  its  rays  felt 
oppressive  to  both  men  and  ani- 
mals. Before  we  reached  the  mouth 
of  the  kanyon  one  of  the  brethren 
became  almost  crazy  with  thirst, 
and  I  had  serious  fears  for  him  .  .  . 
He  had  recourse  to  the  dreadful  ex- 
pedient of  drinking  his  urine,  in 
the  vain  hope  that  he  could,  by  that 
means  alleviate  his  thirst  .  .  .  There 
were  several  of  Smith's  men  also 
whose  reason  was  nearly  upset  by 
their  excessive  thirst.'" 

Almost  fainting  from  weakness 
the  strongest  at  length  reached  a 
canyon  where  there  was  a  stream. 
They  drank  and  then  shouted  at 
the  top  of  their  voices  to  the  strag- 
gling line  of  choking  men  that 
stretched  off  in  the  distance,  "wat- 
er, water."  Saved,  the  company 
named  the  place  Providence  Kan- 
yon. 

The  following  day,  after  travel- 
ing up  and  down  hill  all  day  over 
a  "most  fatiguing  road"  they  found 
themselves  at  nightfall  only  three 
miles  from  the  spot  they  left  that 
morning.  Gloom  prevailed,  "for, 
after  our  recent  experience,  it 
seemed  that,  unless  there  was  a 
change  in  our  mode  of  travel  we 
must  inevitably  perish  in  the  midst 
of  this  wilderness.  Since  we  left 
the  regular  [Spanish]  trail  we  had 
been  wandering  about  in  these  kan- 

'  "Twenty  Years  Ago,"  Juvenile 
Instructor,  Vol.  4,  p.  52-53. 
318 


yons,  mountains  and  deserts  for 
eleven  days.  But  our  progress  in 
the  direction  of  California  had  been 
very  slow  .  .  .  Our  provisions  were 
disappearing,  our  clothes  wearing 
out,  and  our  animals  would  soon  be 
too  thin  to  afford  much  sustenance, 
if  we  had  to  kill  them."* 

Another  day  and  a  half  they  were 
without  water.  After  studying  the 
situation.  Brother  Charles  C.  Rich 
concluded  that  the  sensible  policy 
would  be  to  strike  for  the  Spanish 
trail  to  the  south.  At  a  watering 
spot,  which  they  appropriately 
named  "Division  Spring,"  the  Lat- 
ter-day Saints  parted  from  their 
companions.  Captain  Smith  "swore 
by  the  gods  he  would  go  straight 
ahead,  if  he  died  in  the  attempt." 

It  is  interesting  to  note  that  he 
turned  back  after  killing  a  horse 
and  drinking  its  blood.  Eleven  of 
his  friends,  however,  went  on  and 
they  were  followed  by  the  company 
that  had  been  led  by  Jefferson 
Hunt.  Against  the  coimsel  of  that 
wise  guide,  they  abandoned  the 
Spanish  Trail  and  took  this  new 
untried  northern  route,  and  George 
Q.  Cannon,  who  so  narrowly 
escaped,  tells  of  their  fate:  "They 
wandered,  (after  reaching  a  valley 
in  the  desert)  and  the  children,  cry- 
ing for  water  perished  at  their 
mothers'  breasts.  The  mothers  soon 
followed,  and  the  men  with  swol- 
len tongues,  tottered  and  raved  and 
died  ...  I  have  heard  it  stated  that 


*  "Twenty  Years  Ago,"  Juvenile 
Instructor,  Vol.  4,  p.  60. 

*  "Twenty  Years  Ago,"  Juvenile 
Instructor,  Vol.  4,  p.  79. 


GEORGE     Q.     CANNON 


eighty-seven  persons  with  numbers 
of  animals,  perished  in  this  fearful 
place,  and  since  then  it  has  been 
called  Death  Valley."' 

From  Division  Spring  General 
Rich  led  his  group  south  to  the 
Muddy,  now  called  Moapa,  where 
they  joined  Jefferson  Hunt  and  pro- 
ceeded westward  to  Las  Vegas  and 
on  to  the  Mojave  River.  There  they 
met  a  company  of  gold  seekers,  who 
had  lived  five  or  six  weeks  on  beef 
alone.  The  generous  Mormons  gave 
all  their  flour  to  the  women  and 
children  and  went  on.  Before  this 
George  Q.  Cannon  had  lost  his 
mare,  and  had  followed  the  com- 
pany afoot.  His  boots  were  gone, 
his  mocassins  were  gone.  He  was 
bare-footed.  And  then  he  fell  sick. 
Snow  came  and  he  lay  under  a 
blanket  shanty  in  very  desperate 
straits.  Food  was  now  exhausted, 
but  they  killed  an  owl  and  made  a 
broth  for  him  .  .  .  He  called  it: 
"The  nicest  dish  of  soup  I  had  ever 
tasted  .  .  .  Sharp  hunger  makes  food 
taste  wonderfully  sweet;  a  piece  of 
donkey  or  of  a  dog  eats  very  well 
when  one  is  very  hungry.  I  know 
this  for  I  have  tried  them  both."" 

It  was  thought  wise  to  divide  the 
company  and  let  the  stronger  ani- 
mals go  ahead  to  bring  help  back 
if  necessary.  Naturally,  George  Q. 
Cannon,  now  horseless,  was  in  the 
group  that  trailed  behind.  But 
they  met  friends  with  provisions 
and  soon  reached  "Williams  ranch, 
where  they  worked  for  a  month. 
But  here  serious  sickness  overtook 


George  Q.  Cannon.  The  hardships 
of  the  journey  had  lessened  his  re- 
sistance, and  he  came  very  close  to 
death.  He  was  saved  by  the  ad- 
ministration of  the  elders,  and  as 
soon  as  he  was  able  proceeded  up 
state  to  the  gold  fields  to  fulfill  his 
strange  mission. 


"  "Twenty  Years  Ago,"  Juvenile 
Instructor,  Vol.  4,  p.  92. 


Worship 

Nephi  Jensen 

Worship  is  yearning  thought 

Uplifted  by  the  best 
That  art  and  God  has  wrought 

For  the  mind's  joyotis  rest. 

Worship  is  heart  hunger, 

Eagerly  eating  bread 
That  makes  souls  grow  younger 

As  Truth's  upgrade  they     read. 

Worship  is  soul  athirst 
Sipping  the  wine  of  love 

From   cup  that  sates  heart   thirst. 
Drinking  life  from,  above. 

319 


^ke  temple  at  fvlantl 


The  noble  elevation  on  which  the  Temple  in  Manti  now  stands  might 
well  have  been  named  Rattle  Snake  Hill.  For,  on  emerging  from  their 
dugouts  on  its  slope,  after  the  winter  of  1849-50,  the  settlers,  Isaac  Morley 
at  their  head,  found  their  excavated  homes  infested  by  hoards  of  rattle 
snakes,  hissing  and  writhing.  Three  hundred  of  them  they  killed  in  one 
night — and  later  more. 

It  is  a  solid  oolite  mountain  that  forms  the  site  of  this  stately  strvic- 
ture.  The  place  was  chosen  and  dedicated  by  President  Brigham  Young, 
in  April,  1877,  not  long  before  his  death.  Said  the  President  to  Erastus 
Snow,  as  the  two  of  them  stood  on  the  hill  waiting  for  others:  "Here  is 
the  spot  where  the  prophet  Moroni  stood  and  dedicated  this  piece  of  land 
for  a  Temple  site,  and  this  is  the  reason  why  the  location  is  made  here." 
Elder  Snow  told  of  this  later. 

A  million  dollars,  approximately,  went  into  the  building  of  this 
Temple.  One  hundred  and  seventy-one  feet  by  ninety-two  feet,  with 
towers,  the  Temple  commands  a  full  view  of  the  surrounding  valley  and 
the  mountains  to  the  east — silent,  vast,  fertile. 

Three  presidents  of  the  Church  were  concerned  with  this  warm,  oolite 
structure — ^Brigham  Young,  John  Taylor,  and  Wilford  Woodruff.  It  was 
dedicated  in  May,  1888,  by  Elder  Lorenzo  Snow.  Most  of  the  Church 
leaders  were  on  "the  underground,"  President  Taylor  had  recently  passed 
away,  and  the  Twelve  were  in  charge  of  affairs. 

Here  is  a  paragraph  from  the  Dedicatory  Prayer:  "May  this  delight- 
ful location  be  known  as  a  holy  hill  of  Zion  among  Thy  people.  .  .  .  Let 
the  power  of  Thy  Spirit  be  felt  by  all  who  shall  enter  within  its  portals. 
Give  Thine  angels  charge  concerning  it,  that  it  shall  never  be  possessed 
by  Thine  enemies,  neither  be  defiled  by  the  wicked  and  ungodly,  nor  even 
be  injured  by  any  destructive  elements,  but  grant  that  it  may  stand  and 
endure  as  a  monument  of  the  obedience  and  love  of  Thy  people,  and  to  the 
honor  of  Thy  holy  name  for  ages  yet  to  come." 
320 


...y^uioaioarapkicai  *^hetche6 


\airap 


THOMAS    L.    MARTIN 


III  "You  Are  Too  Small.  We 
Have  no  job  for  Yoti." 

1  t  is  strange  how  simple  things 
in  one's  life  may  determine  what 
one  may  do  and  what  one  may  think 
for  the  remainder  of  one's  sojourn 
here  on  earth.  In  the  first  article 
of  this  series  it  was  stated  that  my 
family  somehow  put  it  into  my 
mind  that  I  was  to  secure  an  educa- 
tion and  amount  to  something.  Yet 
how  to  get  started  on  that  desirable 
climb  was  a  major  problem  indeed. 
Would  it  ever  happen?  was  my  ques- 
tion for  a  number  of  years. 

The  family  arrived  in  Utah  ac- 
cording to  our  plans,  and  the  re- 
union occurred.  I  paid  back  the 
$  1 00  I  had  borrowed  to  aid  the  fam- 
ily travel.  Now  the  question  was, 
Shall  I  go  to  school  in  accordance 
with  the  idea  we  had  developed  in 
England?  My  father's  family  need- 
ed help.  They  were  here.  The  watch- 
making trade  to  which  he  belonged 
had  not  developed  to  the  point  of 
making  a  livelihood.  So  it  was  de- 
cided that  Thomas  should  work  a 
year,  or  at  least  until  the  family 
could  gain  some  economic  security. 
Then  he  could  start  his  educational 
climb. 

My  folks  were  living  in  Ameri- 
can Fork.  The  Lehi  Sugar  Factory 
was  starting  its  fall  run.     Why  not 


get  work  there?  I,  therefore,  went 
to  the  Lehi  Sugar  Factory  and  asked 
the  superintendent  for  a  job. 

"How  old  are  you?"  he  asked. 

"Nineteen,"  I  replied. 

He  said,  "You  are  not  very  big. 
You  will  want  a  man's  wage,  and 
you  are  not  big  enough  to  do  a 
man's  job." 

I  didn't  get  the  job.  As  I  rode 
home  to  American  Fork  from  Lehi, 
I  wondered  if  this  was  to  be  my 
fate.  You  are  too  small.  You  are 
too  small.  You  are  not  big  enough 
to  do  a  man's  job. 

I  talked  it  over  with  father,  and 
with  set  jaws  we  both  decided  that 
I  should  go  to  school,  and  at  nine- 
teen years  of  age  to  the  seventh 
grade  of  the  American  Fork  public 
schools  I  went.  The  school  room 
has  been  my  environment  ever  since. 
;  Because  of  such  a  decision  and 
by  resisting  the  temptation  to  take 
a  position  at  different  educational 
levels  before  I  secured  my  Ph.D. 
degree,  I  have  been  enabled  to  real- 
ize many  of  the  dreams  and  the 
hopes  of  my  childhood.  That  I 
would  be  able  to  make  the  teaching 
of  men  and  women  my  life's  career. 

How  happy  I  have  been  many  and 
many  a  time  for  that  statement: 
"You  are  too  small  to  do  a  man's 
work.   We  have   no  job   for   you." 

321 


c. 


onuef6ion6  through    the    book    of    mormon 


JOHN    HENRY    EVANS 


YIII.  Otto  and  Josephine  Gaeth 

/Although  Otto  Gaeth  was  born 
in  America,  his  parents  were  natives 
of  Austria.  They  had,  however, 
come  to  the  New  World  when  they 


JOSEPHINE    L.    GAETH 

were  young.  Josephine  Linnhard 
(that  was  her  maiden  name)  was 
also  born  in  Austria,  and,  at  twenty- 
nine,  she  had  immigrated  to  Mil- 
322 


waukee,  in  Wisconsin,  where  her 
future  husband  was  by  this  time. 
He  worked  in  one  of  the  breweries; 
she,  in  a  restaurant  there.  Milwau- 
kee, one  should  know,  was  then  a 
miniature  Germany,  and  German 
and  English  were  spoken  indiscrim- 
inately in  the  town. 

Otto's  mother  must  have  been  an 
unusual  woman.  She  was  what  we 
know  as  "psychic,"  in  her  way.  Ex- 
tremely sensitive  to  spiritual  im- 
pressions from  outside  her  mind, 
she  told  her  son  many  things  about 
his  future.  The  girl  he  was  to 
marry,  she  said,  was  not  yet  in  this 
country.  He  would  know  her  as 
soon  as  he  set  eyes  upon  her.  She 
would  be  small  and  dark-com- 
plexioned. Otto  would  die  when  he 
was  between  sixty-two  and  sixty- 
three  years  old.  Meantime  he  was 
to  be  on  the  lookout  for  the  true 
religion  (Mrs.  Gaeth  was  a  devout 
member  of  the  Baptist  Church), 
and  when  he  found  it,  he  must 
join  it  and  live  according  to  its 
teachings;  otherwise  he  would  "lose 
all."   That  is  the  way  she  put  it. 

Otto  Gaeth  was  born  in  1871, 
and  he  died  in  1934,  before  he 
reached  his  sixty-third  birthday! 

One  time  Otto  Gaeth  and  a  male 
friend  of  his  walked  into  that  cer- 
tain eating  house  in  Milwaukee,  to 


CONVERSIONS    THROUGH    THE    BOOK    OF    MORMON 

have  lunch.    There  was  a  new  girl  not  been  too  much  on  the  look-out 

in  the  place,  an  employee.    Turn-  for   'the    "true    churth,"    and    she 

ing   to  his   companion,   Otto  said,  had  not  got  over  her  expectation, 

"Do  you  see  that  young  woman?  slight   though  it  was,  of   a   better 

She's  my  future  wife!"  spiritual  life.    But   the  couple  was 

"Do  you  know  her?"  the  friend  happy,  as  all  newly-weds  are  apt  to 

asked.  be    anywhere,    anytime.     This    sort 

"No.   Never  saw  her  before.  Just  of  life  went  on  for  eight  years.    In 

the  same  we  will  be  married  some  1912   he  was   forty,   and   she   was 

day."  thirty-seven.      Meantime,     children 

The  friend  scanned  Otto's  face  had   come   into  the  home — one   in 

curiously,  but  he  said  nothing.    He  particular.     Arthur,    called    "Art" 

did  not  know  about  Otto's  mother,  for  short,  was  one  of  these,  and  of 

This  new  girl  was  Josephine  Linn-  him  we  shall  hear  something  later 
hard,  twenty-nine  years  old  and  on  in  this  writing, 
speaking  no  English.  The  Gaeths,  of  course,  had  neigh- 
Josephine  Linnhard  had  had  an  bors,  with  whom  they  fraternized. 
eventful  life.  Three  years  younger  One  of  them  was  a  Mrs.  Labbs,  and 
than  Otto,  she  had  lost  both  of  her  she  spoke  German.  One  time  she 
parents  in  Austria  when  she  was  a  mentioned  to  Mrs.  Gaeth,  rather 
child  and  had  been  taken  care  of  casually,  it  would  appear,  some- 
by  a  cousin  till  she  was  fourteen,  thing  about  an  "inspired  book." 
Meantime  she  had  gone  to  school  And  she  asked  her  neighbor  to  kneel 
half  days  between  five  and  four-  down  with  her  and  pray  over  it. 
teen.  At  this  latter  age  she  had  Mrs.  Gaeth  was  taken  by  surprise, 
quit  school  and  gone  out  on  her  Mildly  the  visitor  protested. 
own — ^in  domestic  service.  "We  do  not  pray  that  way,  Mrs. 

In    religion    she    was    a    Roman""   Labbs,"   she    explained.   "We   pray 

Catholic,  telling  her  beads  and  say-  with  beads  and  written  prayers." 
ing  her  written  prayers  and  going  Mrs.  Labbs  corrected  her.  "You 

to  confession  and  mass,  as  all  good  do  not  need    beads    and  a  written 

Catholics  do.    But  all  the  time  she  prayer  when  you  go  to  God.     You 

had  a  vague,  ill-defined,  inexpress-  ask  Him  for  what  you  want,  just  as 

ible  feeling  that  she  was  doing  the  you  would   anyone  else,   of   whom 

wrong   things.     For   she,    too,    was  you  wanted  something.    That  is  all 

"psychic"  in  a  way,  as  we  shall  see  there  is  to  it." 
presently.  So     the    two    knelt    down     and 

It  was  not  long  till  Otto  Gaeth,  prayed  over  the  Book.     Mrs.  Labbs 

tall  and  weighing  two  hundred  and  did   not     show    her    neighbor    the 

fifty  pounds,   and  Josephine  Linn-  Book.      She     did     not     explain    its 

hard,    small    and    dark-eyed,    were  origin.     Nor  did   she   tell  what  it 

married.  was  about.     She  merely  told  her  of 

They  took  up  their  residence  by  it  and  called  it  "inspired." 
themselves  in  Milwaukee.    He  had  Mrs.  Gaeth  never  forgot  that  les- 

323 


THE     INSTRUCTOR     •     JULY,     1944 


son  in  prayer.  You  asked  the  Lord 
for  what  you  wanted,  just  as  you 
would  your  friend. 

When  she  got  home,  Mrs.  Gaeth 
knelt  down  in  her  own  room  and 
prayed.  She  wanted  to  know  sev- 
eral things.  Particularly  her  curios- 
ity was  piqued  about  that  "inspired 
book."  It  obsessed  her  mind,  focused 
her  attention.  When  her  husband 
awoke  (he  was  on  the  night  shift)^ 
she  told  him  about  it,  as  the  head 
of  the  house. 

Would  it  be  all  right  for  her  to 
borrow  the  Book  of  Mrs.  Labbs? 
He  saw  no  harm  in  it.  And  so  she 
went  to  her  neighbor's  and  got  it. 

Its  title  was  the  Book  of  Mormon, 
and  it  was  in  English,  not  in  Ger- 
man. It  was,  therefore,  a  sealed  vol- 
ume to  Mrs.  Gaeth,  for  she  could 
not  then  read  English, 

Then  a  strange  thing  happened. 
On  taking  the  Book  in  his  hands, 
Mr.  Gaeth,  as  some  others  had  done 
before  him,  began  to  thumb  the 
volume.  In  the  end  his  eyes  stopped 
on  a  passage  in  that  part  called 
"Moroni."  It  read  thus:  "And  when 
ye  shall  receive  these  things,  I  would 
exhort  you  that  ye  would  ask  God, 
the  eternal  Father,  in  the  name  of 
Christ,  if  these  things  are  not  true; 
and  if  ye  shall  ask  with  a  sincere 
heart,  with  real  intent,  having  faith 
in  Christ,  he  will  manifest  the 
truth  of  it  unto  you,  by  the  power 
of  the  Holy  Ghost.  And  by  the 
power  of  the  Holy  Ghost  ye  m^ay 
know  the  truth  of  all  things." 

The  words  seemed  to  stand  out 

on  the  page.   It  was  as  if  they  were 

in   italics,   in   small    caps,    in   large 

caps.    It  was  almost  as  if  they  were 

324 


in  flame.  And  yet,  in  fact  and 
reality,  they  were  hidden  away  at 
the  end  of  the  Book,  nearly,  sub- 
merged in  a  mass  of  German  words ! 

Mr.  Gaeth  read  the  passage  again. 
Then  he  translated  it  into  German 
for  his  wife's  sake.  It  answered  ex- 
actly to  her  thought.  It  matched 
her  feeling  precisely.  She  believed 
it.  "By  the  power  of  the  Holy 
Ghost  ye  shall  know  the  truth  of 
all  things." 

Two    chapters    Mr.    Gaeth    read,' 
and  rendered  into  German  for  his 
wife. 

Alone,  one  time  when  her  hus- 
band was  at  work,  she  prayed  that 
she  might  know  "if  these  things 
are    true."     By    this    time    "these 


OTTO   GAETH 


CONVERSIONS    THROUGH    THE    BOOK    OF    MORMON 


things"  included  some  matters  that 
Mrs.  Labb  had  made  clear  to  her 
about  the  new  Faith.  Not  the  Holy 
Ghost,  but  an  audible  voice,  told 
her  that  ''these  things  are  true." 

When  she  told  her  husband  of 
this  strange  experience,  he  looked 
at  her  incredulously.  She  reafiirmed 
her  statement  about  the  voice.  "I 
have  never  told  you  anything  like 
that  before,"  she  said.  "Why  should 
you  not  believe  me?  I  was  not 
asleep.  I  was  fully  awake,  as  much 
so  as  I  am  now.  And  I  did  hear 
the  voice,  and  it  told  me  that  the 
Book  is  true." 

And  she  had  fiot  yet  read  it! 

Then  she  wanted  to  be  baptized. 

The  Branch  President  was  one  of 
those  men,  excellent  men  in  their 
way,  who  want  to  be  beforehanded 
with  the  Lord,  who  would  take  the 
place  of  God  where  others  are  con- 
cerned. Mrs.  Gaeth  asked  him  to 
call  some  time,  to  "work"  with  her 
husband,  with  a  view  to  hastening 
his  conversion. 

Meanwhile  that  husband  was 
"working"  with  himself.  He  could 
hardly  lay  down  the  Book,  to  go 
to  work,  and  when  he  returned 
home,  it  was  at  once  in  his  hand. 
For  he,  too,  was  in  a  mood  to  learn 
"if  these  things  are  true,"  though 
he  probably  had  no  definite  way  in 
mind.  Certainly  he  was  not  of  a 
mind  to  listen  for  a  voice. 

The  Branch  President  called  at 
the  Gaeths'.  But  he  did  no  good. 
As  a  matter  of  fact,  he  did  harm, 
rather.  He  gave  a  set-back  to  the 
faith  of  the  prospective  candidate 
for  baptism.  He  said,  bluntly,  dog- 
matically:   "Our  Church  is  of  God. 


All  other  churches  are  of  the  Devil." 
And  that  was  that.  Nothing  he 
could  say  from  then  on  had  any 
interest  for  Gaeth. 

Later  on,  one  of  the  missionaries 
came  to  "work"  on  the  prospect. 
It  was  Livingston  Montgomery, 
whose  home  was  in  Heber  City, 
Utah.  To  him  Mr.  Gaeth  listened 
avidly.  This  was  on  a  Monday.  On 
the  "Wednesday  following  there 
were  to  be  some  baptisms  in  the 
lake.  Would  the  Gaeths  be  baptized 
then?  Mr.  Gaeth  said  he  was  not 
ready,  but  his  wife  might  be  bap- 
tized.   And  so  the  matter  stood. 

On  Wednesday  morning,  how- 
ever, Mir.  Gaeth,  when  he  came 
home  from  work,  said  to  his  wife: 

"Have  you  got  your  clothes  ready 
for  your  baptism?" 

"Yes,"  she  replied.    And  then  he: 

"Well,  get  mine  ready,  too.  I'm 
going  with  you."  And  he  added, 
facitiously,  "It  is  not  proper  for 
the  head  of  the  house  to  follow 
his  wife,  who  should  be  following 
him.  I  mean  to  be  baptized  with 
you.*' 

Mrs.  Gaeth  stared  at  her  hus- 
band, who  immediately  explained 
his  new  decision. 

"Last  night,"  he  said,  "I  was 
alone  at  work,  and  I  was  thinking 
about  the  Book  and  whether  it  was 
right  I  should  let  you  be  baptized. 
So  I  prayed  there  in  the  brewery. 
A  voice  said  to  me  plainly,  so  I 
could  hear  it,  as  I  do  your  own 
voice,  Tt  is  right;  and  you,  your- 
self, should  be  baptized,  too,  else 
you  may  lose  your  chance.'  And 
now  I  am  going  to  be  baptized  with 
you,  Josephine." 

325 


THE     INSTRUCTOR     t     JULY,     1944 


Her   happiness   was    complete. 

Almost  at  the  very  water's  edge, 
though,  there  was  a  difiiculty.  The 
Branch  President  put  in  an  objec- 
tion to  Mr.  Gaeth's  being  baptized. 
He  had  some  bad  habits.  He  used 
tobacco,  and  he  drank  beer,  and  he 
was  addicted,  a  little,  to  swearing. 
Elder  Montgomery  came  to  the  res- 
cue. "If  there  is  any  responsibility 
involved  in  the  baptism  of  Mr. 
Gaeth,  I  am  willing  to  assume  it." 

And  so  Otto  Gaeth  and  his  wife 
were  baptized  in  the  lapping  waters 
of  Lake  Michigan. 

There  are  some  interesting  sequels 
to  this  episode  in  the  religious  life. 

For  one  thing,  Otto  Gaeth  gave 
up  his  tobacco,  his  beer,  and  his 
swearing.  He  was  that  kind  of 
man.  Having  set  his  hand  to  the 
plow,  he  did  not  look  back.  After 
his  baptism,  when  he  felt  the  urge 
to  take  a  chew,  he  pulled  the  plug 
out  of  his  pocket  and  performed  the 
motion  of  putting  it  to  his  mouth 
for  a  bite,  but  instead  halted  the 
motion  midway  in  the  air.  Then, 
looking  at  the  tobacco  in  his  hand, 
he  said  to  himself,  "No;  I  ean't  do 
that  now."  "Whereupon  he  threw 
it  into  the  furnace.  He  was  done 
with  tobacco  for  good  and  all.  Beer 
and  swearing  went  by  the  same 
board. 

His  fellow-workmen  made  great 
sport  of  his  sudden  change.  "Now 
you  drink  beer  with  the  rest  of  us," 
they  shouted  angrily,  "and  now 
you  talk  against  it!"  They  could 
not  quite  understand.  They  would 
have  him  dismissed.  But  he  was  not 
turned  off,  and  he  persisted  in  his 
326 


own  way  of  life.   That  was  the  sort 
of  man  he  was. 

For  another  thing,  Mrs.  Gaeth 
learned  to~  read  English  by  means 
of  the  Book  of  Mormon.  Perhaps  it 
would  be  more  nearly  accurate  to 
say  that  she  learned  to  read  English 
through  prayer,  with  the  Book  of 
Mormon. 

"O  Lord,"  she  prayed,  "help  me 
to  read  this  Book  and  to  speak  Eng- 
lish, so  that  I  may  work  with  my 
English  friends  as  freely  as  I  do 
with  my  German  friends." 

And  her  prayer  was  answered — 
partly  with  the  help  of  her  husband 
and  children,  partly  with  that  of 
the  classes  in  the  Sunday  School  and 
the  Relief  Society,  which  were  then, 
fortunately  for  her,  studying  the 
Book  of  Mormon,  but  mainly,  as 
Mrs.  Gaeth  believed,  with  the  help 
of  the  Holy  Ghost,  working  in  her 
mind.  For  she  had  an  active,  pro- 
found belief  in  the  power  of  the 
Holy  Ghost,  which  had  given  her  a 
testimony  of  the  truthfulness  of  the 
Book,  even  before  she  had  read  it. 

It  had  been  through  Arthur's  in- 
fluence that  she  had  gone,  with  her 
husband,  to  the  Mormon  meetin-^s. 
This  was  before  her  baptism.  He 
had  asked  and  been  granted  permis- 
sion to  go  to  the  Sunday  School,  and 
came  to  like  it;  for  his  mother  says, 
"Art  was  always  religious."  Then 
he  had  said  to  his  parents,  "Why 
don't  you  come,  too?"  And  they 
had  gone.  Later  Mrs.  Gaeth  had 
joined  the  Relief  Society,  and  taken 
a  part  in  reading  aloud  her  favorite 
Book,  with  apologies  for  her  imper- 
fect accent  and  pronunciation. 

A    third   result   came    from    this 


CONVERSIONS     THROUGH     THE     BOOK     OF     MORMON 


conversion  of  the  Gaeths  to  the  di- 
vine origin  of  the  Book  of  Mormon. 
It  was  the  sprouting  and  the  culture 
of  the  tender  plant  of  faith,  es- 
pecially in  the  heart  of  the  mother. 

"Art"  became  sick.  He  had 
double  pneumonia.  His  life  was 
despaired  of.  But  his  mother  was 
philosophical  even  in  her  faith. 
"This  child,"  she  told  the  Lord  on 
her  knees,  "was  given  me  by  Thee. 
His  life  is  in  Thy  hands.  If  Thou 
hast  a  mission  for  him  on  earth, 
spare  his  life  to  perform  that  mis- 
sion; if  not,  I  shall  not  complain, 
though  it  break  my  heart." 

The  next  day  "Art"  was  out  in 
the  yard,  playing  with  the  other 
children,  much  to  the  astonishment 
of  the  attending  physician. 

Mrs.  Labbs'  idea  about  asking  the 
Lord,  simply  and  directly,  for  what 
you  want,  had  borne  fruit  once 
again  in  the  Gaeth  home. 

Mrs,  Gaeth's  double-edged  faith 
was  amply  justified,  she  thinks,  in 
the  life  of  her  son,  thus  miracu- 
lously healed.  He  has  spent  sixteen 
years  preaching  the  gospel  to  the 
Austrians,  the  Germans,  and  the 
Czechs.  He  introduced  Mormon- 
ism  to  Czechoslovakia,  and  learned 
its  language,  so  that  he  speaks  it 
like  a  native.  After  his  return 
home  to  America,  he  became  Pro- 
fessor of  History  at  the  Brigham 
Young  University,  in  Provo,  Utah. 
And  now  he  is  the  outstanding  radio 
commentator  in  the  Intermountain 


region,   and   writes   articles   weekly 
for  its  greatest  newspaper. 

Mrs.  Gaeth,  like  her  famous  son, 
is  a  born  missionary. 

Her  baptism  pressed  the  button 
for  her  to  begin  this  work  of  pro- 
paganda. In  Milwaukee  she  distrib- 
uted tracts  and  held  meetings  at 
her  friends'  homes,  where  she  was 
received  with  respect  and  deference. 
For  Mrs.  Gaeth  has  a  charming,  con- 
tageous  personality.  Mr.  Gaeth,  too, 
preached  on  the  street  corners  of 
the  Wisconsin  town,  and  drew  from 
his  fellow-toilers  the  charge  of  in- 
consistency whenever  he  urged  his 
hearers  to  drop  their  beer-drinking 
and  tobacco-chewing.  Even  Ar- 
thur, at  eight,  went  out  with  the 
Elders  distributing  tracts  and,  at 
twelve,  he  went  out  on  his  own  with 
his  propaganda  sheets.  Two  years 
the  Gaeths  did  this  in  Milwaukee, 
and  then  they  came  to  Salt  Lake 
City  to  live.    This  was  in  1919. 

Here  the  head  of  the  house  be- 
came a  high  priest  in  the  Church. 
He  died  in  1934.  His  wife  worked 
in  the  Temple  for  four  years,  and 
for  another  similar  period  she  served 
as  a  missionary  in  the  Salt  Lake 
Stake. 

Verily,  it  is  a  miracle  of  words 
that  a  simple  phrase  written  by  a 
man  whose  very  name  is  unknown 
to  the  world,  except  to  a  few,  could, 
after  fifteen  hundred  years,  so  steel 
the  heart  and  illumine  the  mind  and 
energize   the  spirit! 


327 


f-^ioneerS  of  ^outltern    Lltak 


WILLIAM    R.    PALMER 


Charles  Adams 


O, 


'ne  of  Iron  County's  most  color- 
ful and  useful  men  was  Bishop 
Charles  Adams  of  Parowan.  An 
Irishman  by  birth,  he  inherited  Irish 


CHARLES   ADAMS 

looks,  Irish  wit,  and  Irish  energy. 
In  every  phase  of  community  ac- 
tivity this  man  was  at  the  head  and 
few  men  had  as  diversified  a  career. 
328 


The  anecdotes  told  about  him  will 
live  in  the  traditions  of  the  people 
because  they  were  so  human  and  so 

interesting. 

He  was  born  Sept.  16,  1843,  in 
Ireland,  but  his  parents  brought  him 
to  Nauvoo  when  he  was  three 
months  old.  The  Prophet  Joseph 
took  the  infant  Charles,  in  his  arms 
and  blessed  him.  The  family  shared 
the  mobbings  and  persecutions  of 
Nauvoo  and  were  in  the  exodvis 
from  that  city  in  1846. 

Arriving  in  Utah  in  1849,  they 
were  among  the  first  families  select- 
ed to  help  settle  Iron  County.  They 
came  with  the  first  company  under 
George  A.  Smith,  and  Charles  grew 
to  manhood  here,  living  in  Parowan 
the  rest  of  his  life. 

From  1860  to  1868  the  church 
sent  approximately  five  hundred 
wagons  each  year,  back  to  the  Mis- 
souri River  to  bring  its  poor  mem- 
bers to  Zion.  Wagons,  oxen,  horses 
and  supplies  for  these  expeditions 
were  donated  by  the  people  in  Utah 
and  the  drivers  donated  their  time. 
It  was  a  six-month  trip.  Everything 
being  thus  donated,  the  poor  con- 
verts were  brought  to  Zion  without 
cost.  A  challenging  story  of  prac- 
tical Christianity,  is  the  fact  that 
nearly  a  hundred  thousand  souls 
came  that  way. 


PIONEERS    OF    SOUTHERN    UTAH 


In  1862,  before  Charles  was  nine- 
teen years  of  age,  he  went  as  a  team- 
ster in  a  church  caravan.  In  March, 
1863,  he  married  Sarah  Ann  Daven- 
port and  one  week  later,  leaving 
his  young  wife  behind,  started  on 
his  second  trip  across  the  Plains.  The 
following  October,  when  Charles 
got  back  to  Salt  Lake  City,  his 
wife  was  there  to  meet  him  and  the 
reward  for  that  summer  separation 
and  work  was  that  they  went 
through  the  Endowment  House  and 
were  sealed  by  President  Brigham 
Young.  In  1866,  Charles  volun- 
teered again  and  made  his  third  trip 
to  the  Missouri.  In  the  three  trips 
he  donated  eighteen  months  to  the 
service  of  bringing  the  poor  of  the 
church  to  Utah. 

On  his  last  trip  across  the  Plains, 
an  incident  happened  that  came 
near  costing  Charles  his  life.  The 
ox  team  caravan  was  crossing  the 
Platte  River  and  Charles'  wagon 
was  carrying  thirty  kegs  of  gun 
powder.  He  had  crossed  the  river 
safely  and  was  pulling  up  the  steep 
bank,  when  lightning  struck  his 
lead  cattle  killing  them  in  their 
tracks.  The  electric  current  fol- 
lowed the  hitch  chain  back  to  the 
wagon  killing  three  more  oxen  and 
setting  the  wagon  on  fire.  Charles 
was  stunned  and  lay  in  gravest  peril 
from  the  powder.  David  Bulloch, 
following  close  behind,  took  in  the 
situation  and  rushed  to  give  assist- 
ance. A  good  shake  brought  Charles 
to  his  senses  and  then  the  two  boys 
worked  furiously  to  unload  the  pow- 
der before  the  fire  reached  it.  They 
succeeded  in  removing  this  hazard 


and  then  extinguished  the  fire.  The 
five  dead  oxen  were  replaced  from 
the  surplus  herd  and  Charles  was 
able  to  bring  his  load  safely  through 
to  Salt  Lake  City. 

During  the  1870s  a  great  wave 
of  interest  in  co-operative  enter- 
prises swept  the  church.  All  through 
the  Mormon  settlements  co-opera- 
tives were  organized — Co-op  Stores, 
Co-op  Sheep  Herds  and  Cattle 
Herds  and  Horse  Herds  and  the  Uni- 
ted Order.  In  Parowan  Charles 
Adams  erutered  actively  into  the 
spirit  of  this  movement  and  his 
native  good  sense  soon  brought  him 
to  leadership  in  all  these  commer- 
cial and  social  enterprises.  He  be- 
came president  and  manager  of  the 
Co-op  Store,  president  and  manager 
of  the  Co-op  Sheep  Company,  and 
a  director  in  all  the  others.  He 
served  on  the  appraisement  commit- 
tee in  all  of  these  enterprises  be- 
cause the  people  had  confidence  in 
his  judgment,  and  fairness. 

June  21,  1885,  the  two  wards 
which  had  operated  for  many  years 
in  Parowan,  were  disorganized  and 
a  new  ward,  incorporating  the 
whole  city,  was  set  up.  Charles 
Adams  was  selected  to  preside  as 
bishop  over  the  vmited  ward,  a  po- 
sition he  held  with  success  and  hon- 
or for  seventeen  years. 
-  This  calling  placed  a  great  re- 
sponsibility upon  him  and  developed 
many  of  the  personal  characteristics 
that  later  distinguished  him.  He 
became  a  scriptorian,  a  doctrinar- 
ian, an  exemplar,  and  a  wise  philos- 
opher. In  tense  situations  native  wit 
was  often  a  saving  grace.  At  such 

329 


TnE     INSTRUCTOR     •     JULY       I'-U 


times  he  spoke  in  short  laconic  sen-  and  separate  them.    He  referred  the 

tences.  case  to  a  couple  of  ward  teachers 

Asked  once  by  Francis  M.  Lyman  but  they  also  failed  to  effect  a  set- 
why  he  always  gave  a  glowing  report  tlement.  They  came  back  with  a 
of  his  people  in  conference,  his  quick  recommendation  that  the  bishop  site 
answer  was,  "Catch  more  flies  with  them  to  appear  before  him  in  a 
molasses  than  I  can  with  vinegar."  Bishop's  trial.  Bishop  Adams  rubbed 

Once  in  a  Sunday  School  Parents  ^'^  ^^"^^^^  shook  his  head  and  ans- 

Class  the  subject  under  discussion  ^^^^ed,  "Don't  like  the  recommend- 

was    responsibility    of    parents    for  ^^^^n.  Can't  accept  the  recommend- 

teaching  their  children.  The  dis-  ^^^^"-  ^^^  ^hose  two  brethren  to- 
gether   once,    never    want    to    see 


cussion  became  pretty  one  sided 
against  the  parents.  If  children 
went  wrong  the  parents  were  to 
blame  and  if  children  went  to  hell 
the  parents  would  go  with  them. 

The  bishop  sat  silent  as  long  as 
he  could;  then  he  arose  and  with 
arms  raised  as  high  as  he  could  reach 
he  heaved  the  subject  back  to  a  saner 


those  brethren  together  again.  If 
you  can't  fix  things  up,  let  them 
go  their  separate  ways  for  a  year 
or  two.  Keep  their  ways  as  wide 
apart  as  possible  until  they  get  more 
faith  and  sense." 

These  human  qualities,  together 
with  his  great  faith  and  faithful- 
ness, endeared  him  to  his  people  and 


ba  ance  with  this  broadside   "Don't  ^^ey  elected  him  to  every  office  in 

beheve  it,  don't  beheve  it,  don't  be-  q^^  ^^^  bounty  within  their  gift, 

leve  a  word  of  it. 'Lord's  got  more  i^     .j^^    many-sided     activities    of 

bad  boys  than  I  have.  Don't  expect  churchman,  Bishop,  High  Council- 

to  go  to  hades  to  find  the  Lord.  ^^^^    Legislator,    Merchant,    Live- 

The   ponderous   hands   came   down  stockman,  Farmer,  School  Trustee, 

with  a  wide  chnching  swing.  ^ayor,   City  Councilman,   County 

There  was   trouble  between  two  Commissioner,  Philosopher  and   all 

men  in  his  ward.     The  good  bishop  around  good  citizen,  his  energy  and 

tried  to  get  them  reconciled.  To  this  native  intelligence  elevated  him  to 

end  he  brought  them  together  but  prominence,    to   leadership    and    to 

the  contact  nearly  ended  in  a  fist  the  love  and  confidence  of  those  he 

fight  and  the  bishop  had  to  step  in  served. 

Regularly  reports  come  into  Sunday  School  headquarters  of  a  group 
of  Mormon  marines  convening  in  a  tent  in  the  steaming  jungles  of  the 
Southwest  Pacific.  There  are  many  other  groups  in  that  theatre.  Others 
meet  in  the  bleak,  fog-smeared  Aleutians. 

At  home  in  the  San  Diego  area  alone  there  are  now  twenty  Latter-day 
Saint  meetings   (Waves  and  Marine  girls  serving  as  secretaries  at  six  of 
them)   each  week  at  various  bases  and  camps. 
330 


l/l/hai  of  Jc 


o  trior  row 


LEROY    WAHLQUIST 


A 


s  we  sat  watching  a  group  of  joy- 
ous youngsters  come  trooping  into 
Sunday  School  a  friend  turned  to 
me  and  said,  "I  dread  to  think  of 
the  things  those  children  must  face 
in  this  tortured  world." 

Contrast  this  feeling  with  the  at- 
titude of  the  aged  Voltaire  as  he 
came  into  Paris  in  1778  just  before 
the  revolution.  He  saw  the  coming 
storm  for  he  had  helped  to  brew  it 
and  yet  he  said,  "The  young  are 
fortunate  for  they  will  see  great 
things.  For  us  older  ones,  parents 
and  teachers,  it  only  remains  to 
make  straight  their  way." 

One  hearing  that  statement  might 
have  lived  through  the  terrors  of 
the  revolution.  He  might  have  seen 
the  birth  and  death  of  the  first  Re- 
public, the  rise  and  fall  of  the  Lit- 
tle Corporal,  the  devastation  and 
the  reconstruction  of  Europe.  He 
would  have  seen  men  live  and  die, 
love  and  hate,  achieve  and  fail.  He 
may  have  experienced  great  joy  and 
deep  sorrow,  but  who  shall  say  that 
he  had  not  seen  great  things! 

How  dimly  do  we  see,  even  the 
wisest  of  us,  into  the  future.  A 
few  quotations  assembled  by  Presi- 
dent Marsh  of  Boston  University 
and  clipped  from  the  daily  paper 
will  serve  to  illustrate: 

Wilberforce,  1801— "I  dare  not 
marry — the  future  is  so  unsettled." 


Pitt,  1806 — "There  is  scarcely 
anything  around  us  but  ruin  and 
despair." 

Lord  Shaftsbury,  1848— "Noth- 
ing can  save  the  British  Empire 
from  shipwreck." 

DisraeH,  1849  —  "In  industry, 
commerce  and  agriculture  there  is 
no  hope." 

Wellington,  1852 — "I  thank  God 
I  shall  be  spared  from  seeing  the 
consumation  of  the  ruin  that  is 
gathering  about  us." 

Our  own  generation  is  not  with- 
out its  prophets  of  gloom  and  much 
scripture  is  quoted  and  misquoted 
to  prove  the  point.  Regardless  of 
what  the  future  may  hold,  this  is 
the  day  in  which  we  have  been  called 
to  live  upon  the  earth.  This  is  our 
day  and  who  among  us  would  ex- 
change it  for  any  day  that  is  past? 
Life  cannot  be  dodged,  neither  can 
it  be  lived  in  the  past  nor  the  fu- 
ture. The  youth  of  this  genera- 
tion must  go  out  to  meet  life  filled 
with  great  faith  and  high  courage, 
knowing  that  the  Lord  has  appoint- 
ed unto  them  this  day.  And  who 
dares  say  that  they,  too,  will  not 
see  great  things? 

"Be  strong  and  of  a  good  cour- 
age; be  not  afraid,  neither  be  thou 
dismayed:  for  the  Lord  thy  God  is 
with  thee  whithersoever  thou  go- 
est."  (Joshua,  Chap.  1,  verse  9.) 

331 


^ke  11  tk  i^kapter  of  ^Jalak 


SIDNEY    B.    SPERRY 


A  supplement  to  Lesson  29,  3  0,  31 
in  the  Gospel  Doctrine  Manual 

J.  here  are  many  parts  of  Isaiah  of 
special  interest  to  Latter-day  Saints, 
because  the  great  prophet  foresaw 
clearly  the  restoration  of  the 
Church  in  the  latter  days  and  the 
redemption  of  Zion.  In  fact,  we 
have  the  testimony  of  the  resurrect- 
ed Christ  to  the  Nephites  that  "he 
spake  as  touching  all  things  con- 
cerning my  people  which  are  of 
the  house  of  Israel;  therefore  it  must 
needs  be  that  he  must  speak  also 
to  the  Gentiles.  And  all  things 
that  he  spake  have  been  and  shall 
be,  even  according  to  the  words 
which  he  spake."  (3  Nephi  23:2,  3) 

One  of  the  most  interesting 
chapters  to  us  is  the  eleventh,  which 
was  quoted  in  its  entirety  to  the 
prophet  Joseph  Smith  by  Moroni 
on  the  evening  of  September  2 1 , 
1823.  Speaking  of  this  event,  the 
prophet  said,  "He  quoted  the  elev- 
enth chapter  of  Isaiah,  saying  that 
it  was  about  to  be  fulfilled."  (Pearl 
of  Great  Price,  Joseph  Smith  2:40) 
What  is  of  such  importance  in  this 
chapter  that  Moroni  felt  constrained 
to  quote  it  and  explain  the  contents 
thereof?  (It  seems  to  us  a  reason- 
able assumption  that  he  did  explain 
it.) 

On  analysis  Isaiah  1 1  seems  to  fall 
332 


logically  into  three  sections:  (1) 
verses  1-5;  (2)  verses  6-10;  (3) 
verses  11-16.  The  subjects  of  these 
sections  do  not  follow  each  other 
in  chronological  order.  From  the 
viewpoint  of  time  the  order  would 
seem  to  be  1,  3,  and  2.  For  the  sake 
of  convenience  let  us  deal  with 
them  in  the  order  3,  2,  and  1.  Sec- 
tion 3  (verses  11-16)  treats  of  the 
gathering  of  Israel  the  second  time. 
Of  the  doctrine  of  the  gathering 
we  need  say  little,  since  it  is  well 
understood  by  our  people.  Only 
a  little  explanation  of  Isaiah's  lan- 
guage in  verse  1 1  needs  to  be  given. 
Here  he  speaks  of  the  gathering  of 
the  Lord's  people  "from  Assyria, 
and  from  Egypt,  and  from  Pathros, 
and  from  Cush,  and  from  Elam, 
and  from  Shinar,  and  from  the 
islands  of  the  sea."  The  names  of 
these  countries  may  give  a  thought- 
ful person  some  little  difficulty,  for 
as  a  matter  of  fact  few  members  of 
the  house  of  Israel  have  ever  been 
gathered  from  them.  Nor  in  the 
light  of  our  present  knowledge  does 
there  seem  much  likelihood  that  any 
great  number  of  Israel  ever  will  be 
gathered  from  them.  Why  then 
did  Isaiah  mention  them  in  con- 
nection with  the  gathering?  Let 
us  use  our  imagination  a  little.  Sup- 
pose that  Isaiah  had  said  that  the 
Lord  would  gather  His  people  from 


THE    ELEVENTH    CHAPTER    OF    ISAIAH 


England,  Scotland,  Wales,  Den- 
mark, Sweden,  Norway,  Germany, 
the  United  States  and  the  South  Sea 
Islands.  (Actually  most  of  the 
people  of  the  Church  have  come 
from  these  countries.)  Would  the 
Hebrew  people  to  whom  Isaiah  di- 
rected his  prophecy  have  been  any 
the  wiser?  It  is  not  likely.  The 
names  of  these  future  political  units 
would  only  have  confused  them. 
The  world  of  the  average  Hebrew 
in  that  day  was  very  limited  and 
circumscribed  in  comparison  with 
our  own.  For  that  reason  Isaiah 
named  countries  that  were  fa- 
miliar to  them,  even  though  he  de- 
viated somewhat  from  the  actual 
facts  as  we  know  them. 

Section  2    (vss.   6-10)     is  justly 
famous    for    its     delightful     poetic 
presentation   of   the   millennial   era 
in  which 
The    wolf    shall    dwell    with    the 

lamb. 
And  the  leopard  shall  lie  down  with 

the  kid; 
And  the  calf  and  the  young    lion 

and  the  fatling  together; 
And  the  little  child  shall  lead  them. 
And  the  cow  and    the    bear  shall 

feed. 
Their   young   shall    lie    down    to- 
gether; 
And   the  lion   shall,  eat   straw   like 
the  ox. 
Let  not  the  reader  suppose  that 
Isaiah  is  trying  here  to  convince  us 
that  there  will  be  a  biological  revo- 
lution  when  peace    and   righteous- 
ness come  upon  the    earth   for    a 
season.     The  prophet,  in  true  ori- 
ental fashion,  draws  a  beautiful  pic- 
ture for  us  by  a  device  known    as 


"overstatement."  Thus,  the  lion 
is  made  to  eat  straw  "like  the  ox" 
to  enhance  the  picture  of  peace 
which  is  drawn  for  us.  But  all  of 
us  know  that  the  mouth  structure, 
the  teeth,  and  the  intestinal  system 
of  the  lion  are  those  of  a  carnivor- 
ous or  flesh-eating  animal.  Nature 
did  not  equip  the  lion  to  live  by 
eating  straw.  Such  technicalities 
probably  never  entered  the  mind  of 
the  prophet.  He  was  intent  only 
in  pointing  out  to  us  in  vivid  lan- 
guage that  some  day  God's  will 
should  be  done  upon  the  earth.  The 
Oriental  custom  of  resorting  to 
overstatement  should  be  kept  in 
mind  by  all  students  of  the  Old  and 
New  Testaments.  When  Moroni 
quoted  to  Joseph  Smith  the  two  sec- 
tions which  we  have  discussed,  he 
doubtless  explained  in  some  detail 
their  true  significance  and  impor- 
tance: that  God's  people  must  be 
gathered  and  instructed  in  prepara- 
tion for  the  future  advent  of  the 
Savior  and  the  great  millennial  era 
that  shall  ensue. 

Section  1  (vss.  1-5)  has  been, 
unfortunately,  the  least  under- 
stood part  of  the  Chapter.  That  is 
especially  true  of  verse  1,  which 
reads  as  follows: 
And  there  shall  come  forth  a  rod 

out  of  the  Stem  of  Jesse, 
And   a   branch  shall   grow   out    of 
His  roots. 

What  does  this  verse  mean? 
What  is  meant  by  the  rod,  the 
Stem  of  Jesse,  the  branch,  and  the 
roots?  The  writer  has  arranged  the 
verse  in  poetic  form  so  that  its 
synonymous  parallelism  can  be  an 
aid   to  interpretation.      The   "rod" 

333 


TH6     INSTRUCTOR     •     JULY,     1944 


will  then  be  eqxxivalent  to  "branch" 
and  the  "Stem  of  Jesse"  will  cor- 
respond to  "His  roots."  Accord- 
ing to  Doc.  &  Gov.  113:1-2,  the 
"Stem  of  Jesse"  is  the  Christ,  who  is 
further  spoken  of  in  verses  2-5  of 
the  Isaianic  text.  The  "rod"  is 
explained  as  "a  servant  in  the  hands 
of  Christ,  who  is  partly  a  descend- 
ant of  Jesse  as  well  as  of  Ephraim, 
or  of  the  house  of  Joseph,  on  whom 
there  is  laid  much  power."  (Doc.  & 
Gov.  113:4)  This  explanation  is 
interesting,  but  it  still  is  not  clear- 
cut  as  to  who  is  meant.  Verses  5 
and  6  of  the  same  section  of  the 
Doctrine  and  Covenants  seem  to 
give  us  an  answer.  The  "root  of 
Jesse"  in  the  eleventh  verse  of  this 
chapter  of  Isaiah  is  explained  as  "a 
descendant  of  Jesse,  as  well  as  of 
Joseph,  unto  whom  rightly  belongs 
the  Priesthood,  and  the  keys  of  the 
kingdom,  for  an  ensign,  and  for 
the  gathering  of  my  people  in  the 
last  days."  The  wording  of  verse 
6  in  the  Doctrine  &  Covenants  is 
strongly  reminiscent  of  verse  4  and 
the  "descendant  of  Jesse"  in  both 
verses  must  be  one  and  the  same 
individual.  Who  is  the  one  "unto 
whom  rightly  belongs  the  Priest- 
hood, and  the  keys  of  the  king- 
dom, for  an  ensign,  and  for  the 
gathering  of  my  people  in  the  last 
days"?  Who  better  fits  this  de- 
scription than  Joseph  Smith?  (See 
Doc.  &  Cov.  110:11,  16;  65:2) 
He  is  the  one  whom  Isaiah  probably 
had  in  mind  when  he  refers  in  a 
figurative  sense  to  the  "rod"  or 
the  "branch"  that  should  grow  out 
of  "His  roots."  Who  will  deny 
that  the  prophet  was  a  real  spiritual 
334 


descendant  (branch)  of  the  Christ? 

The  eleventh  chapter  of  Isaiah 
thus  enabled  Moroni  to  point  out 
to  Joseph  Smith  that  the  ancients 
foresaw:  (1)  His  mission  as  the 
great  latter-day  seer  under  the  di- 
rection of  the  Christ;  (2)  the 
gathering  of  Israel  to  build  up  the 
Church  In  preparation  for:  (3)  the 
coming  advent  of  the  Savior  prior 
to  the  ushering  in  of  the  great 
Millennial  peace. 

May  it  come  speedily! 


•From  Out  of  Prayer 

Claire  Stewart  Boyer 

Each  morning,  out  of  prayer,  I  raise 

A  new  self  to  Thee,  Lord, 

O'  keep  me  pure  as  I  feel  now 

And  keep  me  ever  toward 

Thy  Light,  that  jt  may  brim  my  cup 

So  that  my  heart  can  see 

Only  the  good;  O  let  me  speak 

Thine  own  Words,  lovingly; 

Take  Thou  the  glory  through   the 
day 

For  each  directed  act. 

Let  me  disprove  the  atheist — 

Make  Thee  a  living  fact! 


THE   DEBERET  SUNDAY  SCHDDL  UNION 

Milton  Bennion,  General  Superintendent;  George  R.  Hill,  First  Assistant  General  Superintendent: 

Albert  Hamer  Reiser,  Second  Assistant  General  Superintendent 

Wendell  J.  Ashton,  General  Secretary:     Wallace  F.  Bennett,  General  Treasurer 

MEMBERS  OF  DESERET  SUNDAY  SCHOOL  UNION  BOARD 


Milton   Bennion 
George  R.  Hill 
A.  Hamer  Reiser 
Wendell  J.  Ashton 
Wallace  F.   Bennett 
Howard  R.  Driggs 
Adam  S.  Bennion 
George  A,   Holt 
Inez    Witbeck 
Marie  Fox  Felt 
M.   Lynn  Bennion 


Gerrit  de  Jong 
Carl  F.  Eyring 
Lucy  Gedge   Sperry 
Earl  ].   Glade 
Don  B.  Colton 
William   E.   Berrett 
Gordon  B.  Hinckley 
Thomas  L.  Martin 
Edith    Ryberg 
William   M.  McKay 
Marion   G.   Merkley 
A.  William  Lund 


Joseph    Christenson 
Archibald  F.  Bennett 
Joseph  K.  Nicholes 
Antone   K.   Romney 
Kenneth  S.   Bennion 
J.    Holman   Waters 
Reuben  D.  Law 
H.   Aldous  Dixon 
Leland  H.  Monson 
Alexander  Schreiner 
Lorna  Call 
Marian  Cornwall 


Margaret  Ipson 
Phyllis  D.  Shaw 
Nellie  H.  Kuhn 
A,  Parley  Bates 
William  P.   Miller 
Ralph   B.   Keeler 
Vernon  J.  LeeMaster 
Claribel   W.   Aldous 
Eva   May  Green 
Melba   Glade 
David  Lawrence  McKay 


Lynn   S.   Richards 

Advisers  to  the  General  Board:  Stephen  L  Richards  and  John  A.  Widtsoe 


^upefiniendenii — 


DIVISION  OF  RESPONSIBILITY 

OF  THE  WARD 

SUPERINTENDENCY 

The  general  aim  of  the  Sunday 
School  is:  "To  help  to  the  utmost  all 
members  to  become  Latter-day 
Saints  in  the  fullest  and  truest  sense 
of  the  term." 

The  general  aim  is  a  challenge  to 
the  "Ward  Superindentent  and  his 
two  assistants  in  every  ward  of  the 
Church.  A  definite  plan  of  organ- 
ization has  been  suggested  by  the 
General  Sunday  School  Union 
Board.  The  plan  is  reasonable  and 
applicable  to  the  organization  of  the 
superintendency  into  "Divisions  of 
Responsibility."  This  plan  is  found 
in  the  Handbook  pages  49,  50  and 
51. 

Although  the  Superintendent  is 
made  directly  responsible  for  every 
phase  of  the  Sunday  School,  his  as- 
sistants should  be  familiar  with  the 
entire  program.  If  this  is  the  case 
then  at  the  Superintendent's  week- 
ly  council,   solutions   of    problems 


will  result  and  harmony  in  the  work 
will  exist. 

There  seems  to  be  a  misunder- 
standing upon  the  division  of  re- 
sponsibility as  given  in  the  Hand- 
book and  in  the  Diagram  of  Simday 
School  Stake  Board  Organization 
Adapted  to  Wartime  Restrictions 
sent  out  to  all  superintendents  some 
time  ago. 

Follow  the  outline  found  in  the 
Handbook.  The  Superintendent  is 
given  the  general  administration 
and  welfare  of  the  school  inclusive 
of  all  departments.  He  should  as- 
sume responsibility  of  enrollment, 
attendance  and  punctuality,  order 
and  discipline,  physical  conditions 
of  the  school,  and  The  Instructor. 

One  assistant  is  assigned  the  re- 
sponsibility for  class  work,  includ- 
ing teachers,  textbooks,  class  period, 
library,  two  and  one-half  minute 
talks,  and  sacrament  gem.  One  as- 
sistant is  assigned  responsibility  for 
music  and  records  with  their  many 
subdivisions. 

335 


THE    INSTRUCTOR    •     JULY,    1944 


f 

The  one  member  of  the  superin- 
tendency  in  charge  of  classwork  di- 
vides his  responsibility  of  supervi- 
ing  the  classes  with  the  other  two 
members  of  the  superintendency. 
This  procedure  broadens  the  super- 
vision of  classes  and  should  bring 
very  desirable  teaching  results.  The 
assignments  of  these  responsibilities 
should  call  for  careful  thinking  and 
planning. 

The  one  assigned  to  supervise  the 
Gospel  Doctrine,  Gospel  Messages, 
Genealogical  Training  and  Teacher 
Training  Classes  should  be  inter- 
ested and  trained  in  adtilt  learning. 

The  Advanced  Senior,  Senior,  Ad- 
vanced Junior  and  Junior  Classes 
should  be  supervised  by  the  assist- 
ant best  qualified  in  dealing  with 
adolescent  youth  and  their  prob- 
lems. 

The  assistant  that  loves  the  small- 
er children  and  is  interested  in  their 
progress  should  be  assigned  to  the 
Second  Intermediate,  First  Inter- 
mediate, Primary,  Kindergarten  and 
Nursery  Classes. 

Each  teacher  should  be  contacted 
every  Sunday  and  whatever  assist- 
ance is  needed  should  be  given.  The 
problems  and  needs  of  both  the 
teachers  and  pupils  should  be  made 
known.  The  teacher  and  the  su- 
pervising superintendent  should  sit 
down  together  and  discuss  how  to 
improve  the  teaching  conditions  of 
the  class. 

With  the  three  members  of  the 
ward  superintendency  working  sep- 
arately in  the  supervision  of  class 
work  greater  efficiency  in  Sunday 
336 


School  teaching  will  result.  Each 
can  help  in  preparing  teaching  aids 
for  his  respective  classes.  Maps, 
pictures,  reference  books,  etc., 
should  be  made  available  for  each 
teacher. 

A  proper  division  of  responsibility 
will  increase  the  efficiency  of  any 
Ward  Sunday  School. 

By  carefully  studying  the  Hand- 
book on  pages  49,  50  and  51  and 
Diagram  of  Sunday  School  Stake 
Board  Organization  Adapted  to 
Wartime  Restrictions  showing  di- 
visions of  responsibility  no  misun- 
derstandings need  arise.  Particular 
attention  should  be  given  the  divi- 
sion of  responsibilities  of  classes  as 
they  appear  in  the  Handbook  page 
49. 

''"'■" The  footnote  on  page  49  in 
the  Handbook  provides  for  a  divi- 
sion of  responsibility  in  supervising 
classwork. 

Reverance  In  The  Sunday 
School 

While  we  have  had  complaints 
from  some  wards  and  stakes  of  ir- 
reverent and  disorderly  conduct  in 
their  schools,  we  are  pleased  to  re- 
port that  we  have  also  reports  of 
some  schools  whose  members  are 
models  of  commendable  behavior. 
We  shall  be  pleased  to  have  stake 
Sunday  School  officers  report  to  us 
the  names  of  such  schools  with  a 
word  of  explanation  as  to  how  this 
condition  is  secured  and  maintained. 
These  schools  may  well  be  visited 
by  officers  of  other  schools  in  the 
same  or  near  by  stakes. 


Ss 


ecretaned — 


MAKING   HISTORY 

The  years  are  fast  rolling  toward 
1949,  centennial  year  for  Sunday 
Schools  of  the  Church.  You  will 
recall  that  it  was  on  a  December 
day  in  1849  that  Richard  Ballan- 
tyne  gathered  together  a  group  of 
boys  and  girls  in  his  adobe  home 
at  8  A.M.  and  conducted  the  first 
Sunday  School  in  the  Rocky  Moun- 
tains. 

Your  Handbook  (pages  111-112) 
describes  a  project  launched  in  1937 
to  compile  in  every  ward  and  branch 
Sunday  School  its  record  since  its 
beginning.  This  material  will  con- 
tribute much  toward  a  general  story 
on  the  forward  march  of  our  Sun- 
day School  movement  from  a  hand- 
ful of  children  in  Elder  Ballantyne's 
home  in  1849  to  almost  400,000 
today. 

We  suggest  you  read  the  instruc- 
tions for  compiling  such  a  record 
of  your  Sunday  School  as  outlined 
in  the  Handbook.  Some  wards  and 
stakes  have  already  achieved  out- 
standing success  in  this  project.  For 
example,  Salt  Lake  Stake,  oldest 
existing  stake  in  the  Church  (  and 
the  one  in  which  Richard  Ballan- 
tyne's Sunday  School  began)  has  a 
detailed  history  of  its  gr6wth  from 
the  very  beginning. 

In  writing  your  Sunday  School 
history,  enliven   it   with   stories   of 


a  faith-building  nature  as  well  as 
with  incidents  of  human  interest,  in 
addition  to  the  usual  data  on  names 
of  officers  through  the  years.  For 
example,  there  may  be  a  teacher  in 
your  Sunday  School  who  has  been 
serving  for  many  years.  You  might 
write  a  little  article  about  him  or 
her,  giving  some  of  the  most  inter- 
esting experiences  in  a  long  career 
of  Sabbath  School  teaching.  Per- 
haps there  is  an  interesting  Sunday 
School  experience  about  one  of  your 
ward,  stake  or  general  authorities 
that  would  make  an  interesting  ac- 
count for  your  history.  Usually 
there  are  pioneers  in  your  ward  or 
branch.  Some  of  them  may  have 
lived  there  years  ago.  You  might 
ask  them  to  describe  your  Sunday 
School  in  those  days,  in  regard  to 
classroom  facilities,  distances  trav- 
eled by  members,  and  hardships  en- 
countered. 

Pictures  will  always  enrich  your 
Sunday  School  history.  A  series  of 
photos  of  places  in  which  your  Sun- 
day School  has  met  through  the 
years,  others  of  past  superinten- 
dents, and  pictures  of  interesting 
Sunday  School  personalities  may  be 
included. 

If  your  history  has  been  started, 
keep  up  the  good  work.  If  there 
is  none,  begin  now  to  point  for 
1949! 


337 


oLibrarian6 — 


HOW  TO  BE  WELL 
Uah  D.  Widtsoe 

This  book  presents  a  new  approach 
to  the  field  of  dietetics  and  menu 
planning  and  preparing.  The  first 
part  is  devoted  to  a  discussion  of 
the  principles  of  health  and  good 
eating  in  light  of  the  most  recent 
scientific  findings.  It  discusses  in 
detail  the  needs  of  the  body  and 
the  specific  parts  the  various  vita- 
mins, minerals,  etc.  play  in  the 
nutrition  of  the  human  body.  Dis- 
cussions in  other  chapters  include 
Food  for  the  Family,  Weight  Con- 
trol, Food  for  Mothers,  and  Food 
Habits  of  Children. 

The  second  part  of  the  book  is 
devoted  to  the  practical  application 
of  the  principles  presented  in  the 
first  part.  This  is  accopiplished  by 
presenting  recipes  for  food  prepa- 
rations that  will  conform  with  the 
recognized  principles  of  good  nu- 
trition. Sister  Widtsoe  also  is  mind- 
ful of  the  constant  need  in  all  homes 
for  the  utilization  of  the  greatest 
economy  in  the  purchase  and  use 
of  food. 

The   author   does    not    stop  by 
.  merely  listing  the  recipes  mentioned 
above,  but  she  devotes  several  chap- 
ters to  menu  planning  for  various 
occasions   and  different  situations. 

One  other  thing  which  the 
author  accomplishes:  she  presents 
to  the  world  additional  evidence 
that  the  Word  of  Wisdom  as  con- 
tained in  the  Doctrine  and  Cove- 
nants was  divinely  given  to  man 
to  guide  him  in  his  daily  life. 

— J.W.H. 
338 


OLD  FAVORITES 

Three  Mormon  Classics,  compiled 
by  Preston  Nibley,  Stevens  &  Wal- 
lis  Press,  Salt  Lake  City  (Deserct 
Book  Co.,  $2.50) — Good  things  in 
literature  seldom  die.  Though  the 
narratives  in  this  book  were  origin- 
ally published  in  The  Juvenile  In- 
structor plant  more  than  sixty  years 
ago,  popular  demand  has  brought 
them  off  the  press  again  in  the  at- 
tractive format  of  Three  Mormon 
Classics. 

The  accounts  included  in  this 
book  are  Leaves  From  My  Journal 
by  Wilford  Woodruff,  My  First  Mis- 
sion by  George  Q.  Cannon,  and 
Jacob  Hamblin  by  James  A.  Little. 

All  three,  written  in  a  simple 
style  that  charms  the  child  as  well 
as  the  adult,  deal  with  missionary 
experiences.  Wilford  Woodruff  re- 
counts some  of  his  many  thrilling 
adventures  as  a  traveling  elder,  par- 
ticularly those  in  England,  where 
he  converted  hundreds  to  Mormon- 
ism  iiji  one  locality  in  but  a  few 
weeks.  George  Q*  Cannon,  who  is 
without  a  peer  among  Mormon 
writers  for  children,  tells  of  his  ex- 
periences as  an  early  missionary  to 
Hawaii,  where  he  and  a  few  com- 
panions brought  nearly  4,000  na- 
tives into  the  Church  in  about  four 
years  time. 

James  A.  Little  tells  Jacob  Ham- 
blin's  story  in  the  first  person. 
Hamblin's  experiences  as  a  mission- 
ary among  the  Indians  of  the  South- 
west are  as  thrilling  as  any  of  the 
fortunes  of  Daniel  Boone,  Kit  Car- 
son or  Buffalo  Bill.— W.J.A. 


ntu^c- 


SONG  FOR  JULY 

O  Say,  What  is  Truth? 
Words  by  John  Jacques 

"For  the  word  of  the  Lord  is 
Truth"  (Doctrine  and  Covenants, 
84:45). 

A  burning  desire  and  longing  for 
•the  truth  which  John  Jaques  found 
when  he  joined  the  Church  of  Jesus 
Christ  of  Latter-day  Saints  is  no 
doubt,  responsible  for  his  writing 
of  the  hymn,  "O  Say,  What  is 
Truth?"  This  hymn  is  a  classic 
among  the  writings  of  Mormon 
hymnists. 

Brother  John  Jaques  was  born 
January  7,  1827  at  Market  Bos- 
worth,  Leicestershire,  England. 
Throughout  his  early  years  he  dis- 
played a  serious  and  religious  nature 
with  interest  and  special  abiHty 
along  literary  lines.  At  18  he  be- 
came a  member  of  the  Church  of 
Jesus  Christ  of  Latter-day  Saints, 
and  immediately  became  active  in 
the  branch  at  Stratford-upon-Av- 
on, home  of  William  Shakespeare. 
On  June  30,  1856  he  arrived  in 
Boston,  Massachusetts  with  his  wife 
and  children.  Five  months  later 
they  arrived  in  Zion  with  the  sur 


vivors  of  the  Martin  Handcart 
company.  Their  journey  had  been 
^  full  of  hardships  and  sorrow.  Broth- 
er Jaques'  eldest  daughter  was 
among  those  to  perish  before  help 
came.  In  1869  he  returned  to  Eng- 
land as  a  missionary.  Upon  his  re- 
turn to  Salt  Lake  City  he  was  em- 
ployed by  the  Deseret  News.  From 
1883  until  the  time  of  his  death 
(1900),  a  Brother  Jaques  served  as 
assistant  Church  Historian. 

Throughout  his  life  his  poetry  and 
prose  reflected  his  love  and  devo- 
tion to  the  truths  of  the  Church. 

A  quotation  from  Brother  George 
D.  Pyper's  Stories  of  Latter-day 
Saint  Hymns  is  most  convincing  at 
this  point: 

"...  Truth,  the  key  to  knowl- 
edge, its  quest  the  noblest  desire  of 
man,  underlies  all  our  progress — 
our  civilization.  In  a  religious 
sense,  it  is  the  everlasting  way  to 
everlasting  life.  It  offers  an  expla- 
nation to  the  deep  riddle  of  our 
being — the  past,  the  present,  and 
the  hereafter. — " 

Let  us  take  courage  and  sing 
about  a  "pillar  of  truth"  that  en- 
dures to  the  last — while  the  tyrants 
hopes  shall  fall  to  ruin  and  wreck. 


The  climb  up  the  hill,  the  effort  to  do,  the  struggle  to  ac- 
compHsh,  is  what  brings  to  us  our  greatest  and  most  enduring 
satisfaction,  without  which  life  is  worth  little.  There  is  more 
fun  in  chasing  the  fox  than  in  capturing  it. 

The  loafers,  the  drones  who  sit  around  and  do  nothing,  are 
the  miserable  ones  of  the  earth.  They  never  experience  the  joy 
of  doing  something  of  permanent  value. 

— Sunshine  Magazine. 
339 


WHEN  I  GO  TO  BED  AT  NIGHT 


Anna  Johnson 


Alexander  Schreiner 


go      to 
2.  Soft  -  iy,    sweet-Iy, 


bed 
I 


at 
give 


night,      I 
thanks,    To 


kneel 
the 


|EEE 


down  and 
Lord    a 


pray, 
bove . . 


I 
Soft 


am    grate  -  ful 
■  ly,    sweet  -  ly, 


^_i 


-1 "V—: 

1^ 


1 (SJ- 


-«>-. 


©>- 


tizt: 


* ^-^- 


:=:^:zi:=: 


-<s»- 


--1- 


m 


^— - 


that    the     night    Comes  to    close    the     day. 
I        give  thanks    For      His    gra  -  cious  love . 


X- 


52- 


S=E 


-(22. 
1 1- 


t 


:t=t: 


-tSf- 


^:. 


'^^ 


s.^r^ 


EXCELLENT  RECORD 

Some  the  best  Sunday  School  sec- 
retarial work  in  the  Church  is  done 
in  Southern  Arizona  Stake,  where 
the  sun  sends  the  thermometer  to 
120  degrees  and  some  wards  are  120 
miles  apart.  All  reports  from  all 
wards   in   this   farflung   stake  have 

340 


been  coming  into  the  general  offices 
regularly  for  two  years.  (Not  one 
monthly  report   is   missing.) 

"Personal  contact  and  apprecia- 
tion for  the  fine  work  being  done 
is  responsible  for  getting  the  job 
done  better,"  writes  Superintend- 
ent J.  E.  Goodman. 


Sacramental  ffli^^lc  and  Ljem  for  September 


With  expression 


Prelude 


-4-4 


Tracy  Y.  Cannon 


cres. 


rit.        p 


?d?=4 


l\L± 


-^-^~~0~lfi 


.a. 


-rs- 


-&- 


JU- 


-(S>- 


i 


(Latter-day  Saint  Hymns,  No.  20,  Stanza  2) 

May  we  forever  think  of  Thee, 
And  of  Thy  sufferings  sore, 

Endured  for  vis  on  Calvary, 
And  praise  Thee  evermore. 

Postlude 


-  A  Dalrymple 


:^. 


m 


-X-X 


zcCftrgisit 


-zr 


-?=#=5: 


mjo 


i 


cres. 


±± 


J 


1— r 


rit.    mf       mp 


;a 


I^^^E^^ 


1==^ 


:tt^- 


-i5>- 


8-'*'       —  M        -^ 


^1    r   ' 


341 


lA/ard  ^aculii} — Ueackep  ^t 


ij — ^eackep  ^m-pvovement — 


HOWARD    R,    DRIGGS 


XII.     Creating  Gospel  Teaching 

Topic  for  September  to    hear,    let    him    hear.     (Matt. 

13:3-9). 

True  teaching    rises    to    artistry  Following  this  comes  a  lucid  in- 

when  it  is  given  a  creative  touch,  terpretation   of  that   parable   as   it 

This  means  in  plainer   terms,   just  applies  to  gospel  teaching.     It  has 

employing  apt  illustration,  pictur-  even  wider  apphcation  to  the  work 

esque  language,    helpful   analogies,  of  all  teachers.     Everyone  who  has 

fitting  stories,  or  simple  dramatiza-  attempted   to  instruct  knows   full 

tion,  to  make  lessons  come  to  life,  well  how  the  seeds  of  teaching  may 

It  is  largely  through    the  creative  fall  by  the  wayside,  or  on  shallow 

touch  that  truth  is  Kf ted  from  the  soil,  or  among  weeds.     Even    that 

abstract  to  the  concrete,  is  set  vi-  which  falls  on  good  ground,  yields 

brating  in  our  minds  and  hearts.  only  in  proportion  to  the  capacity 

Finest  examples  of    the  creative  of  the  various  souls  to  receive  and 

art  in  teaching  are  found  in  the  life  nurture  it. 

stories  of  the  Master.    Jesus  "spake  In   other   ways   than   by  use  of 

many  things,  to  them,  in  parables,"  parables,   the  Savior  made  his  les- 

we  are    told.     Then    follows    this  sons  of  life  impressive.  The  Gospels 

well-known  illustration:  give    many     incidents    where     he 

"Behold,  a  sower  went  forth  to  taught  truth    dramatically.     Here 

sow;   and   when    he    sowed,     some  are  some  illustrations: 

seeds  fell  by  the  wayside,  and  the  "And  they  brought  young  chil- 

fowls  came  and  devoured  them  up.  dren    to    him,     that     he     should 

Some  fell  upon  stony  places,  where  touch  them:   and  his    disciples  re- 

they    had    not    much    earth;    and  buked   those    that    brought   them, 

forthwith  they  sprung  up,  because  But  when  Jesus  saw    it,    he    was 

they  had  no  deepness  of  earth.  And  much    displeased,    and    said    unto 

when  the  sun  was   up  they    were  them,  'Suffer  the  little  children  to 

scorched;  and  because  they  had  no  come  unto  me,  and  forbid  them  not: 

root,   they    withered    away.     And  for  of  such  is  the  kingdom  of  God.* 

some  fell  among    thorns;  and  the  "Verily  I  say  unto  you,  whoso- 

thorns  sprung  up  and  choked  them,  ever  shall  not  receive  the  kingdom 

But  others  fell  into  good  grotmd,  of  God  as  a  little  child,  he  shall 

and  brought  forth  fruit,  some  an  not  enter  therein."   (Mark:   10:13- 

hundred-fold,       some       sixty- fold,  15) 

some   thirty-fold.     Who  hath   ears  Again  when    the   Pharisees    tried 
342 


WARD     FACULTY-TEACHER    IMPROVEMENT 


to  "catch  him  in  his  words,"  they 
asked,  "Is  it  lawful  to  give  tribute 
to  Caesar  or  not?"  *'^**'^  "But 
he,  knowing  their  hypocrisy,  said 
unto  them,  'Why  tempt  ye  me? 
bring  me  a  penny  that  I  may  see 
it.  And  they  brought  it.  And  he 
saith  unto  them,  Whose  is  this 
image  and  superscription?'  And 
they  said  unto  him  'Caesar's.*  And 
Jesus  said  unto  them,  'Render  unto 
Caesar  the  things  that  are  Caesar's, 
and  to  God  the  things  that  are 
God's.'  " 

Lessons  of  this  kind,  given  in 
their  natural,  dramatic  setting,  are 
not  forgotten.  With  Jesus,  it 
seemed  perfectly  natiural  to  turn 
human  situations  into  opportuni- 
ties to  implant  truths  of  life.  Out 
of  them  would  come  genxs  of  wis- 
dom that  have  been  treasured 
through  the  ages. 

Other  great  teachers,  following 
in  the  footsteps  of  the  Master,  have 
shown  some  of  his  creative  skill,  in 
bringing  living  lessons  of  the  gos- 
pel to  mankind.  Apostles  of  Jesus, 
fired  with  the  spirit  of  Pentecost, 
went  forth  portraying  the  truths 
they  had  learned  for  the  meek  and 
lowly  folk  who  would  listen  to 
them.  Devoted  saints  carried  for- 
ward this  work  of  making  the  gos- 
pel a  reality,  and  spreading  it  far 
and  wide.  In  all  this  teaching, 
there  was  something  of  the  dra- 
matic, the  creative  effort  to  bring 
the  story  vividly  to  the  common 
folk.  It  was  even  presented  in 
plays  and  pageants;  it  was  preserved 
in  music — the  beautiful  carols,  for 


example, — that    have    come    as    a 
heritage  for  us  out  of  the  past. 

Back  in  the  early  eighteen-nine- 
ties,  a  great  American  educator, 
Colonel  Francis  W.  Parker,  was 
brought  to  Utah  for  a  series  of 
talks  to  teachers.  One  of  these 
on  the  subject,  Artisan  or  Artist — 
Which?  made  impressively  clear  that 
true  teaching  is  the  finest  of  the 
fine  arts.  It  deals  with  the  rarest 
of  materials.  It  aims  at  the  culti- 
vation of  the  human  mind,  heart 
and  soul. 

Everyone,  has  at  times  felt  the 
influence  of  the  artist  teacher. 
Often  we  have  been  privileged  to 
observe  the  effect  of  such  teaching 
on  others.  It  has  come  in  various 
ways,  often  as  a  delightful  smrprise, 
a  bit  of  dramatic  action,  which  has 
caught  and  held  the  class  or  audi- 
ence. 

Perhaps,  for  illustration,  you 
may  have  seen  our  President  McKay, 
who  is  an  artist  teacher,  call  a 
little  boy  from  an  audience  to  the 
stand;  and  pleasantly  give  to  the 
wondering  youngster,  one  after  an- 
other, ten  pennies.  Then  with  the 
remark,  "I  have  given  you  all  these 
pennies;  now  will  you  do  just  this: 
give  one  of  the  pennies  back  to 
me?"  Of  course  the  deUghted  lad 
would  hand  back  the  coin.  Few,  if 
any  further  words  were  needed  to 
impress  him  or  the  awakened  audi- 
ence with  the  fairness  and  the  vital 
force  of  the  principle  of  tithing. 

You  may  also  have  listened  to  this 
dynamic  teacher's  story  of  the  little 
boy  who,  following  his  father 
through    the    new     snow,     finally 

343 


THE    tNStRUCTOR    •     JULY,     1$44 


caught  up  with  the  parent  and  said 
proudly,  "Look,  daddy,  I  stepped 
in  your  tracks  all  the  way."  No 
nefed  to  enforce  the  moral  here. 
Creative  teaching  has  left  the  les- 
son unforgettably  on  the  heart. 

Illustrations  of  such  teaching 
artistry  might  be  multiplied.  They 
are  occurring  practically  every  day 
in  school  and  in  church.  Ofttimes 
even  to  the  teacher  is  hardly  aware 
that  it  is  creative  teaching.  With 
some  it  seems  just  natural  to  drama- 
tize truth;  to  select  an  apt  story;  to 
create  a  parable  or  analogy  that 
throws  new  light  on  an  abstract 
point;  or  to  get  some  activity  going 
that  fixes  right  habits. 

Not  long  since  a  volunteer  class 
of  boys  and  girls  of  junior  high 
school  age  was  assembled  for  a 
course  in  English.  There  were 
thirty-nine  in  all,  and  after  a  pleas- 
ant greeting,  the  teacher  asked  that 
each  one  introduce  himself  or  her- 
self. As  each  name  was  given  orally, 
it  was  written  in  a  notebook  just 
as  the  teacher  heard  it.  Then  the 
roll  was  called  from  this  book.  Only 
four  of  the  thirty-nine  had  pro- 
nounced his  or  her  name  distinctly 
enough  to  be  clearly  understood. 
Here  was  a  creative  beginning  to 
touch  off  some  straight-to-the-mark 
training  in  better  speech. 

A  certain  Sunday  School  class  had 
begun  to  argue  a  bit  about  a  re- 
mark some  careless  lad  had  made 
to  the  effect  that  one  drink  of  beer 
or  a  cigarette  would  do  little  harm. 
Finally  the  teacher  said,  "Well,  let 
us  take  a  square  look  at  this  re- 
mark. Will  someone  get  a  glass  of 
clear  water?" 
344 


The  water  was  brought.  Then 
the  teacher,  taking  out  his  fountain 
pen,  let  a  small  drop  of  ink  fall  in- 
to the  water.  Immediately  it  had 
discolored  the  whole  glassful. 
"What  does  this  suggest  to  you 
about  dabbling  with  harmful 
things?"  asked  the  teacher. 

"I  guess  we  had  better  not  do  it," 
came  a  reply. 

Creative  teaching  such  as  these 
examples  typify  helps  to  put 
sparkle  and  new  meaning  into  any 
lesson.  It  sends  learners  forth  both 
thrilled  and  thinking.  It  makes  the 
lesson  easy  to  learn  and  hard  to 
forget.  It  adds  joyousness  to  teach- 
ing. 

How  to  cultivate  the  art?  Well, 
just  believe  in  your  own  creative 
powers.  Try  out  your  powers  when 
the  opportunity  seems  right  for 
creative  work. 

Some  things  every  teacher  can 
do  to  brighten  lessons  are  these: 
First,  seek  for  good  illustrative  ma- 
terials. Attention  has  already  been 
directed  towards  gathering  choice 
stories  that  help  make  truth  Hve. 
The  writer  remembers  with  grati- 
tude some  stories  that  teachers  gave 
him  in  youth,  as:  A  Boy  Learns 
How  One  Bad  Apple  Can  Spoil 
Many  Good  Ones,  How  Sons  of  a 
Farmer  Found  the  Pot  of  Gold  Their 
Father  Had  Left  Hidden  in  the  Old 
Farm.  He  recalls  with  joy  how  cer- 
tain teachers  let  him  help  dramatize 
some  fine  stories.  Second,  teachers 
who  keep  alert  can  create  helpful 
analogies  or  parables  of  their  own 
to  impress  truth.  Here  is  one  which 
may  carry  to  all  a  concrete  lesson 


WARD     FACULTY     -     TEACHER     IMPflpVEMENT 


as  to  what  work  of  a  teacher  of  the 
gospel  really  signijfiies: 

"A  little  spring  bubbled  forth  in 
a  mountain  dell.  It  was  intent  on 
reaching  the  valley  that  lay  below; 
but  before  its  crystal  waters  had 
gone  far,  they  were  checked  by 
stones,  and  cowtracks,  and  weeds 
and  other  obstacles.  Instead  of 
reaching  the  valley,  the  spring  was 
changed  into  a  bog,  or  quagmire. 

"A  rancher,  who  had  taken  up  a 
claim  about  a  mile  below  the  spring 
came  one  day  to  get  the  life-giving 
water.  With  his  shovel,  he  dug  a 
channel  through  the  bog,  and  a 
ditch  on  out  of  the  dell  to  his 
ranch.  Very  soon  the  sparkling 
waters  were  dancing  along  the  new 
way.  For  a  number  of  years  they 
supplied  the  ranch  with  pure  water 
for  both  the  family  and  the  stock; 
and  also  the  flowers  and  vegetables 
that  grew  in  the  garden. 

"Then  came  the  leaders  of  a  village 
that  stood  at  the  mouth  of  the 
canyon.  It  had  been  decided  to  in- 
stall a  system  of  waterworks.  Right 
to  use  the  spring  was  purchased 
from  the  rancher.  Pipes  were  laid 
to  the  dell  where  the  water  bubbled 
forth.  And  today,  that  little  spring, 
once  only  a  bog,  provides  a  com- 
munity with  pure  mountain  water." 

If  there  is  one  purpose  that  stands 
out  in  the  work  of  the  gospel  teach- 
er, it  would  seem  to  be  illustrated 
in  this  little  story  of  the  mountain 
spring.     Ours  is  the  loving  duty  to 


open  the  channels  of  expression  for 
those  who  come  to  us  for  instruc- 
tion and  inspiration.  We  shall 
prove;  ourselves  artist  -  teachers 
when  we  lead  pupils  and  students 
into  doing  beneficient  service,  into 
living  lives  of  righteousness. 

Discussion  and  Activities 

1.  Be  prepared  to  sketch  briefly 
another  parable  beside  that  of  The 
Sower,  created  by  the  Savior  to 
make  some  lesson  live; 

(b)    Also  be  ready  to  cite  some 
incident,    other    than    those    given,        '  '^ 
where  he  dramatized  truth  for  his 
hearers. 

2.  Recall  from  your  own  student 
experiences  some  incident  where  a 
real  teacher,  with  creative  touch, 
brought  some  helpful  lesson  home 
to  you. 

3.  What  truth,  expressed  in  pic- 
turesque language,  has  lived  with 
you  through  years? 

4.  What  choice  story,  related  by 
some  speaker  or  teacher,  continues 
to  vibrate  for  good  in  your  life? 

5.  What  parable,  created  by  some 
teacher  of  yours,  or  what  impressive 
analogy  have  you  treasured? 

6.  What   line  from   one  of   our 
church   songs,   has    rung   truth    in      ^ 
your  life? 

7.  What  can  any  teacher  do  to 
cultivate  the  creative  spirit  to  help 
brighten  teaching?  Think  here  of 
original  parables,  dramatizing,  and 
helpful  class  activities. 


■11 


N^jr^ 


345 


How  Teachers  May  Use  "The  Instructor" 


The  transfer  of  helps  for  teach- 
ing for  each  particular  lesson  in 
the  various  departments  of  the  Sun- 
day School  from  The  Instructor  to 
Teachers'  Supplements  was  de- 
signed to  make  The  Instructor  more 
helpful  to  teachers  in  church  organ- 
izations. More  attention  is  given 
than  ever  before  to  the  principles 
of  teaching  both  as  to  organization 
of  subject  matter  and  the  mental 
characteristics  of  individuals  and 
groups  of  all  ages.  The  change  has 
also  made  possible  publication  in 
The  Instructor  of  a  great  deal  of 
biographical  material  and  articles  on 
applied  religion  that  may  be  used 
to  enrich  lessons  in  all  departments. 
To  be  thus  used,  however,  they 
must  first  be  carefully  read  and 
much  thought  given  to  how  and 
where  to  use  this  supplementary 
material  to  make  more  interesting 
and  effective  the  lessons  published 
in  the  Manuals. 

The  articles  supplementary  to 
the  Gospel  Doctrine  lessons  might 
well  be  read  by  class  members  as 
well  as  by  teachers  interested  in  the 
Old  Testament. 


The  series  on  Conversions 
through  the  Book  of  Mormon  are 
of  direct  interest  to  the  Gospel  Mes- 
sage department,  both  to  teachers 
and  students,  and  to  all  teachers  of 
the  Book  of  Mormon,  which  will  be 
the  subject  of  study  in  the  Ad- 
vanced Senior  Department  in  1945. 

The  Biographical  sketches  of 
Anthony  "W.  Ivins,  George  Q.  Can- 
non, Pioneers  of  Southern  Utah, 
Thomas  L.  Martin,  and  others  to 
appear  in  the  later  issues  of  The  In- 
structor furnish  concrete  examples 
of  faith,  courage,  and  industry 
more  impressive  than  any  abstract 
discussion  of  these  character  traits. 
There  is,  of  course,  similar  source 
material  in  other  church  publica- 
tions, books,  and  magazines.  Cur- 
rent articles  in  The  Instructor  aim 
to  provide,  for  the  most  part,  ma- 
terials not  heretofore  available  to 
teachers  generally.  These  issues  of 
The  Instructor  should  be  saved  as 
additions  to  Ward  and  home  li- 
braries. Their  contents  will  be 
cumulative  with  a  minimum  repe- 
tition of  facts  and  expositions. 


A  LEADER  SPEAKS 


Months  ago  I  subscribed  for  The  Instructor.  I  have  not  yet  received 
my  March  Instructor  and  it  is  a  great  loss  to  me  in  preparing  supplemental 
material  for  my  groups  .  .  . 

The  Instructor  is  invaluable  to  me  and  the  biographies  are  so  faith 
promoting  to  the  boys  and  girls. 

Flossie  Caldwell 
Monrovia,  California 
346 


Jlunior  ^undaf  School —  REUBEN  D.  LAW,  CO-ORDINATOR 


■Irlrst  intermediate 

(For  suggestions  on  Lesson  Ma- 
terial  see  the  Manual  and  Supple- 
ment for  1944) 

rnmam — 
LESSONS  FOR  SEPTEMBER 

Participation  —  Perseverance 
RESPONsmiLiTy 

Objective  for  the  Month: 

All  humanity  is  one  great  family, 
participating  together,  carrying  re- 
sponsibility and  persevering  slowly 
along  the  path  of  progress. 

Be  careful  to  see  that  the  children 
understand  the  meaning  of  the 
term  "participation"  "perserver- 
ance"  and  "responsibility,"  if  they 
are  used.  It  would  be  well  for  the 
teacher  to  keep  these  terms  in  mind, 
however,  it  is  unnecessary  for  the 
children  to  use  them. 

Our  Heavenly  Father  Told 
Adam  and  Eve  to  Work 

Lesson  36.    For  September  3,  1944 

Objective'. 

To  discover  that  work  is  a  bless- 
ing and  that  God  intended  all  to 
work. 

References: 

Hurlbut's    Story    of    the    Bible, 

pages  35-37. 


Suggestions: 

There  are  many  many  things, 
A  little  child  can  do 
To  help  the  ones  we  live  with 
And  make  them  happy,  too. 

The  step  by  step  development  of 
this  lesson  is  unusually  good.  It 
lends  itself  to  pantomime  or  a 
guessing  game.  As  each  child 
shows  what  he  does  to  help  with 
family  activities,  the  other  children 
guess  what  he  is  doing. 

The  Families  of  Lehi  and  Ish- 
mael   Participated  Together 

Lesson  37.    For  September  10,  1944 

Objective: 

To  develop  an  understanding  of 
love  for  our  neighbor  and  a  desire 
to  participate  with  him  in  com- 
munity life. 

References: 

Mother  Stories  from  the  Book  of 
Mormon — William  Morton  (pages 
16-20). 

Suggestions: 

Let  the  children  tell  about 
neighborhood  activities  In  which 
they  participated.  Neighborhood 
picnics  and  canyon  parties  are  com- 
mon occurrences  during  the  sum- 
mer months.  There  is  a  group  of 
neighbors  that  plan  together  for 
the  activities  of  their  children. 
Sporting  events,  races  ball  games, 
and  various   lawn    games,  amateur 

347 


THE     INSTRUCTOR     •     JULY,     1944 


contests,  model  plane  contests  and 
sewing  contests  are  held  regularly 
and  a  keen  interest  is  maintained  in 
the  events  throughout  the  com- 
munity. This  group  participation 
does  much  to  bring  about  a  love  for 
our  neighbors. 

The  Rich  Young  Ruler  and 
THE  Widow's  Mite 

Lesson  38.     For  September  17,  1944 

Objective'. 

To  develop  an  understanding  of 
the  joy  that  is  gained  through  par- 
ticipation in  our  Sunday  Hofne  ac- 
tivities. 

References: 

Mark  12:41-44. 

"Story  of  the  Bible,"  Hurlbut, 
page  631. 

Instructor,  July  1942,  page  417. 

Suggestions: 

Emphasize  the  willing  service 
given  by  all  who  participate  in  our 
Sunday  Home  activities.  Help  the 
children  to  appreciate  the  work  of 
all  the  helpers  in  our  Sunday  Home. 
Talk  about  the  work  of  the  teach- 
ers. Also  discuss  the  participation 
and  responsibility  of  the  children 
in  Sunday  School.  v 

1.  They  came  to  it  with  love  in 
their  hearts  for  each  other. 

2.  They  speak  in  soft  tones. 

3 .  They  do  not  move  about  need- 
lessly. 

4.  They  sing  in  sweet  voices. 

5.  They  listen  attentively. 

348 


6.  They  wear  their  cleanest 
clothes  and  brightest  smiles  every 
Sunday. 

The  Families  of  Israel  Do  Many 
Things  Together 

Lesson  39.    For  September  24,  1944 

Objective: 

To  develop  a  realization  that  we 
must  willingly  participate  in  activi- 
ties outside  the  family  circle — help- 
ing relatives,  neighbors,  church  and 
community. 

References: 

"Stoy  of  the  Bible,"  Hurlbut, 
pages   136-138. 

Suggestions: 

The  plan  of  having  members  of 
other  church  organizations  visit  the 
class  is  an  excellent  one.  It  will  de- 
light the  children  to  hear  the  visitors 
relate  interesting  things  which  they 
do.  It  will  instill  within  the  class 
members  a  desire  to  actively  par- 
ticipate in  this  great  church  organ- 
ization. 

Lesson  35.     For  September  3,  1944 

The  Prophet  Jonah  Under- 
stands Why  He  Is  Punished 

Objective: 

To  discover  how  Heavenly  Fc 
ther  wants  us  to  act  in  order  thai 
we  may  be  happy  in  our  Everyday 
and  Sunday  Homes.   To  learn  God's 


JUNIOR    SUNDAY     SCHOOL 


laws  so  we  will  avoid  the  necessity 
for  punishment. 

References: 

Pictures  used  in  preceding  lesson. 
Book  of  Jonah.  Story  developed  in 
Manual. 

Suggested  Activities: 

Let  children  tell  or  dramatize  in- 
stances where  they  have  obeyed,  for- 
given, or  told  the  truth  under  try- 
ing circumstances.  Teacher  might 
point  out  that  through  this  perse- 
verance the  child  has  obtained  hap- 
piness and  success,  for  he  has  obeyed 
some  of  God's  laws. 

Song: 

"I  Love  My  Heavenly  Father" 
Little  Stories  In  Song. 

Lesson  36.    For  September  10,  1944 

The  Captive  Maid  In  Naaman's 
Home 

Ohjeciive: 

Ta  discover  that  persevering,  ev- 
en though  we  dislike  the  task,  will 
help  us  assume  responsibility  in  ac- 
tivities at  home. 

References: 

Life  Lessons  For  Little  Ones, 
page  216.  Ill  Kings  5:1-19.  Les- 
son development  in  Manual. 

Suggested  Activities: 

Children  could  name  and  drama- 
tize some  of  the  activities  that  the 
'Captive  Maid'  might  do  for  Naa- 
man's wife,  even  though  far  from 
her  own  home,  e.g.,  clean  house, 
cook  meals,  mend  clothes. 


Song: 

"Helping  Mother,"  Little  Stories 
In  Song. 

Lesson  37.    For  September  17,  1944 

Jesus  and  His  Adijlt 
Neighbors 

Objective: 

To  show  that  by  participating 
with  our  neighbors  we  learn  to  love 
them.  This  makes  Heavenly  Father 
happy. 

References: 

Life  Lessons  for  Little  Ones,  page 
86.  John  9:1-28.  Pictures  sug- 
gested in  Manual.  Lesson  develop- 
ment in  Manual.  The  Instructor  for 
July  1942. 

Suggested  Activities : 

Let  children  name  and  dramatize 
things  they  can  do  for  neighbors, 
e.g.,  pick  up  papers  in  yard,  tend 
pets,  play  nicely  with  their  children, 
do  not  yell  and  run  in  their  houses. 

Song: 

"I  Think  When  I  Read  That 
Sweet  Story  of  Old"  Primary  Song 
Book. 

Lesson  38.    For  September  24,  1944 
Jesus  Is  Our  Great  Teacher 

Objective: 

To  help  children  to  understand 
the  rituals  of  our  Sunday  Hovte  and 
develop  a  desire  to  participate  in 
the^n. 

References: 

Life  Lessons  for  Little  Ones,  page 

349 


THE    INSTRUCTOR     •     JULY,    1944 


48.  Lesson  development  in  Manual. 
Pictures  pertaining  to  lesson.  Luke 
2:40-52.  Weed's  Life  of  Christ, 
Chaps.  8  and  9. 

Suggested  Activities: 

As  teacher  retells  part  of  story, 
children  could  pretend  to  take  the 
journey  to  Jerusalem,  climbing  the 
mountains,  going  down  into  the 
valleys,  taking  turns  leading  the 
animals,  and  playing  musical  in- 
struments to  '  make  the  journey  a 
happy  one. 

Song: 

"Put  Your  Shoulder  to  the 
Wheel,"  Sunday  School  Songbook. 

f/urderu — 

The  Child.  Jesus  Participated  In 
Family  Activities 

Lesson  36.    For  September  3,  1944 

Objective: 

To  discover  to  what  extent  the 
children  are  given  opportunities  to 
participate  in  their  homes  and  how 
Jesus  participated  in  His  Everyday 
Home. 

Tools  of  Teaching: 

Pictures  of  families  engaged  in 
various  activities.  Pictures  Nos.  2, 
8,  9 — Nursery,  Kindergarten,  Pri- 
mary Set. 

Lesson  Development: 

See  Manual  for  suggested  devel- 
opment as  to  family  activities  in 
which  children  participate. 

Story: 

In  this  lesson  if  we  can  get  the 
children  to  realize  that  even  Jesus 
350 


the  Son  of  our  Heavenly  Father 
was  humble  and  gladly  participated 
in  family  activities,  the  things  that 
they  do  in  their  own  homes  will 
take  on  greater  meaning.  The  chil- 
dren will  be  willing  to  do  as  Jesus 
did — help  to  do  work  in  the  home. 
For  reference  as  to  activities  in  the 
life  of  Jewish  children,  see  Life  Les- 
son For  Little  Ones,  lesson  2.  To 
help  at  home  is  being  like  Jesus. 

The  Children  of  Israel  In 
The  Wilderness 

Lesson  37.    For  September  10,  1944 

Objective: 

To  discuss  a  few  of  the  things 
that  our  neighbor's  children  can  do; 
also  to  discover  how  the  children  of 
Israel  participated  together  when 
they  had  to  move  away  from  Egypt 
and  find  n-ew  homes. 

Tools  of  Teaching: 
Blackboard-Chalk. 

Lesson  Development: 

Begin  with  a  sketch  or  picture  of 
the  children  who  are  neighbors  of 
those  in  your  group.  Discuss  what 
these  children  can  do  and  like  to 
do.  In  doing  what  things  can 
they  help  each  other?  In  what 
ways  can  neighbor  children  help 
adults? 

Story: 

It  was  moving  day  for  the  chil- 
dren of  Israel.  Name  and  discuss 
the  many  ways  in  which  the  little 
children  helped.  They  could  care 
for  the  babies,  watch,  feed  and 
water  the  sheep,  cows,  camels;  help 
gather  and  prepare  food. 


JUNIOR     SUNDAY     SCHOOL 


Samuel  Helps  In  God's  House 
Lesson  38.    For  September  17,  1944 

Objective: 

To  discuss  what  Sunday  Home 
activities  the  children  in  o>ur  Sun- 
day Home  participate  in.  How  do 
they  participate  and  why?  To  dis- 
cover how  Samuel  helped  in  God's 
House. 

Tools  of  Teaching: 

The  children,  songs,  gems.  Pic- 
tures Nos.  106,  105,  Nursery, 
Kindergarten,  Primary  Set. 

Lesson  Development: 

Begin  by  complimenting  the  chil- 
dren on  their  active  participation. 
Have  them  repeat  some  of  their 
successful  performances.  Encourage 
some  of  them  to  do  things  that  they 
previously  have  not  done.  In  a  real 
child  centered  Sunday  School  the 
children  take  the  responsibility  of 
doing  nearly  everything.  Never  do 
for  a  child  what  he  can  do  for  him- 
self. 

Song: 

A  Happy  Helper,  page  8,  Little 
Stories  In  Song. 

Story: 

Even  God  valued  the  contribu- 
tions of  a  child.  He  had  Samuel  live 
at  the  Temple  and  as  early  as  pos- 
sible he  participated  in  the  activi- 
ties there. 


Father  Noah  and  the  Animals 
Lesson  39.    For  September  24,  1944 

Objective: 

To  discuss  how  animals  and  peo- 
ple participate  togethei'.  What  we 
can  do  for  the  animals;  what  they 
can  do  for  tis;  how  Father  Noah 
and  the  animals  participated  to- 
gether. 

Tools  of  Teaching:  > 

Pictures  of  domestic  and  wild 
animals.  Picture  No.  93,  Nursery, 
Kindergarten,  Primary  Set. 

Lesson  Development: 

Bring  to  class  pictures  of  animals 
and  pets  most  familiar  to  your  chil- 
dren. Discuss  what  the  children 
do  for  their  pets,  the  food,  shelter 
and  care  given;  what  the  animals 
do  for  the  children  in  return.  Be 
specific.  Tell  how,  for  example, 
your  neighbor  children  care  for 
their  pony,  are  kind  to  and  thought- 
ful of  it.  In  return  this  pony  pulls 
a  cart  with  these  children  in  tak- 
ing them  for  rides  which  bring 
them  joy  and  wonder. 

Story: 

Heavenly  Father,  in  His  Wisdom, 
did  not  destroy  all  of  the  animals 
at  the  time  of  the  great  flood.  In- 
stead He  had  Noah  take  two  of 
every  kind  with  him  in  the  ark. 
In  what  ways  did  these  animals  re- 
pay Noah  for  his  kindness? 


351 


Dk. 


^^r.r^'^' 


\>oi^ 


STARTER 

Be  a  self  starter  so  the  boss  won't 
have  to  be  a  crank. 

— Railway  E-mployees  Journal. 

COT 
Bad  habits  are  Hke  a  comfortable 
bed — easy  to  get  into  but  hard  to 
get  out  of. 

— Railway  Employees  Journal. 

TIE 

"Look  here,  waiter,  at  the  hair 
I  found  in  the  turtle  soup." 

"Yes  sir;  this  is  one  time  the 
hair  and  the  turtle  came  in  to- 
gether." 

— Railway  Employees  Journal. 


REMEMBER 

When  you  stop  to  think,  don't 
forget  to  start  again. 

— Sunshine  Magazine 

MOGUL 

"My    brother    is    working    with 
five   thousand  men  under  him." 
"Where?" 
"Mowing  lawns  in  a  cemetery." 

BREATHLESS 

"I've  just  been  reading  some 
statistics  here — every  time  I  breathe 
a  man  dies." 

"Gosh,  man!  Why  don't  you  use 
Listerine?" 

DIGEST 

"My  little  sister's  baby  ate  a 
whole  newspaper  up." 

"What  did  you  do — send  for  a 
doctor?" 

"No,  we  just  fed  him  a  Reader's 
Digest." 

MALICIOUS  DEFINITIONS 


for 


mo- 


of 


Say!     I  said   an   800-foot  jxunp. 
Get  goin'! 
352 


Athletics — ^The    excuse 
dern  schools  of  learning. 

Bacteria — The    back    door 
cafeteria. 

College  bred — Four-year  loaf, 
made  of  father's  dough. 

Etc, — ^This  sign  makes  people 
think  you  know  more  than  you  do. 

Pedestrian — A  man  who  has  two 
cars,  a  wife,  and  a  daughter. 

Research — Getting  things  out  of 
many  old  books  never  read,  and 
putting  them  into  a  new^  book  which 
nobody  is  going  to  read. 

Social   tact — Making   people   feel 

at  home  when  you  wish  they  were. 

— Sunshine  Magazine 


the  Central  States  Mission  nearly  23  years  ago,  now  has  more  than  200 
members,  with  a  growing  Sunday  School,  presided  over  by  Superintendent 
(Lieutenant)  Glen  R.  Barlow.  Henry  E.  Turley  is  branch  president.  When 
the  branch  was  first  organized,  meetings  were  held  in  the  home  of  Rudolph 
J.  Bremer,  then  in  a  rented  hall  and  later  in  a  frame  chapel. 

Its  new  buff-colored  brick  chapel  was  dedicated  by  Apostle  Harold 
B.  Lee  in  1942,  almost  exactly  a  year  after  construction  began.  Carpets 
cover  the  floors  in  the  chapel  and  halls,  and  a  leather  (Modernfold)  cur- 
tain between  the  chapel  and  recreation  hall  may  be  drawn  to  increase  seat- 
ing accommodations  three-fold.  A  public  address  system  brings  every- 
one within  earshot  of  the  speaker. 

San  Antonio  Branch  symbolizes  the  growth  of  the  Church  in  Texas' 
vastness,  where  there  are  now  nearly  fifty  Latter-day  Saint  Simday  Schools! 

— Wendell  J.  Ashton. 


TEACHER   TRAINING 
H.    Aldous    Dixon, 

Chairman 
Leland    H.    Monson 
A.     Parley    Bates 
William    P.    Miller 

GOSPEL  DOCTRINE 
Gerrit    de    Jong, 

Chairman 
William    M.    McKay 
George    A.    Holt 
Joseph    Christenson 
J.    Holman    Waters 

GENEALOGICAL 
A.    William    Lund, 

Chairman 
Thomas  L.    Martin 
Archibald    F.    Bennett 

THE  GOSPEL  MESSAGE 
Carl     F.     Eyring, 

Chairman 
Don    B.    Colton, 
William    E.    Berrett 


GENERAL  BOARD  COMMITTEES 
Lesson   Departments 

ADVANCED    SENIORS 
Lynn   S.   Richards, 

Chairman 
Earl    J.    Glade 
Joseph   K.    Nicholes 


MISSION  SUNDAY 
SCHOOLS 

Don    B.    Colton, 

A.    William    Lund 

STANDARDS 

(Check-up    and    Follow-up) 

George  A.    Holt, 

Thomas   L.    Martin 

A.     Parley    Bates 

Inez    Witbeck 

David  Lawrence   McKay 

ENLISTMENT 

J.    Holman    Waters, 
George   A.    Holt 
Lucy   G.   Sperry 


SENIORS 

M.    Lynn    Bennion, 

Chairman 
Ralph   B.   Keeler 
David  Lawrence   McKay 

ADVANCED    JUNIORS 
Wallace  F.  Bennett, 

Chairman 
Wendell    J.    Ashton 
Kenneth   S.    Bennion 
Edith    Ryberg 

JUNIORS 

( same    as    Advanced 
Juniors) 

2ND    INTERMEDIATE 
Gordon    B.    Hinckley, 
Chairman 


Special  Committees 

PUBLIC    RELATIONS 
Earl    J.     Glade, 
Wendell    J.    Ashton 
Gordon  B.  Hinckley 

LIBRARIES 

Wendell  J.  Ashton, 
An  tone  K.  Romney 
J.  Holman  Waters, 
Lorna    Call 

FACULTY  MEETING 

Howard    R.    Driqgs, 

Adam    S.    Bennion 

Antone    K.    Romney 

Eva   May   Green 

MUSIC 

Alexander    Schreiner, 


Inez    Witbeck 
Nellie    H.   Kuhn 


JUNIOR  SUNDAY 
SCHOOL 

Reuben   D.   Law, 
Co-/ordinator 

1ST   INTERMEDIATE 
Marion    G.    Merkley, 

Chairman 
Lucy    G.    Sperry 
Melba   Glade 

PRIMARY 

Margaret    Ipson, 

Chairman 
Phyllis    D.     Shaw 

KINDERGARTEN 
Lorna    Call, 
Chairman 
Claribel  W.  Aldous 

NURSERY 

Marie    Fox    Felt 
Chairman 


Vernon    J.    LeeMaster 
Marian    Cornwall 

COMMITTEE 
CONSULTANTS 
Leland    H.   Monson, 

Book    of    Mormon 
Thomas  L.  Martin, 

Old    Testament 
Carl     F.     Eyring, 

New    Testament 
A.   William   Lund. 

Church     History 
Archibald   F.   Bennett, 

Genealogy 
Don    B.    Colton 

Church    Doctrine 


W*#.S»  KmmSH  CTFIi^B     ^ 

i«tT  iM£  CitV,  ilfAH 


RETURN  POSTAGE 
GUARANTEED 


THE    INSTRUCTOR 

so  N.   MAIN  STREET 
SALT  LAKE  CITY,   1,  UTAH 


SAN  ANTONIO  BRANCH  CHAPEL 

San  Antonio  lies  deep  in  the  heart  of  Texas — historically  as  well  as 
geographically. 

No  name  is  quite  so  dear  to  Texans  as  "Alamo,"  designating  a  Fran- 
ciscan mission  in  San  Antonio  where  a  handful  of  liberty-loving  patriots 
in  1836  held  out  to  the  last  man  against  an  army  of  4,000  Mexicans  dur- 
ing a  12-day  siege  of  smoke  and  roaring  guns.  "Remember  the  Alamo!" 
became  freedom's  rallying  cry  across  the  Longhorn  ranges  of  the  Southwest. 

San  Antonio,  since  its  founding  in  1714,  has  been  under  seven  flags: 
Spanish,  French,  Mexican,  Mexican  Charter,  Texan,  Confederate,  and  the 
United  States.  Eight  battles  for  independence  were  fought  in  or  near 
San  Antonio  during  1776-1836. 

Texas  was  still  a  lone  star  in  1843  when  William  S.  Steffey,  going 
there  on  business,  was  ordained  an  elder  by  Apostle  Willard  Richards  and 
appointed  to  preach  in  Texas.  That  is  the  first  mention  in  the  annals  of 
the  Church  of  missionary  work  in  the  land  of  the  Rio  Grande. 

Texas  was  part  of  the  Southern  States  Mission  until  1898,  when  it 
came  into  the  Indian  Territory  Mission  (later  named  Southwestern  States 
Mission).  In  1904  it  became  part  of  the  Central  States  Mission,  and  27 
years  later  the  Texas  Mission  was  organized.  Also,  Spanish- American  Mis- 
sion today  sends  missionaries  among  Texas'  Mexican  residents.  Too,  Texas 
has  a  thriving  ward  with  a  beautiful  pink  stone  chapel  at  El  Paso  (part 
of  Mt.  Graham  Stake) . 

San  Antonio  branch,  organized  by  President  Samuel  O.  Bennion  of 

— More  on  other  side